Professional Documents
Culture Documents
Scientic Coordinator
Prof.Dr.Ing. Vladimir-Ioan CREU
January 2015
A thesis submitted in partial fulfilment of the requirements for
the degree of Doctor of Philosophy
Abstract
Over the last years, the growing ubiquity of Social Media, the emerging mobile technologies
and the augmented reality become more deeply integrated into the teaching-learning process and
also create new opportunities for reinventing the way in which educational actors both perceive and
access learning. Major challenges in academia that involve tremendous development and innovation
are blended courses/flipped classrooms integrating Social Media (SM), Open Educational
Resources (OER) and Massive Open Online Courses (MOOC).
The main aim of this research work is to explore possible solutions for designing and
implementing effective learning environments, founded on new educational technologies, theories
and practices. The expected result is to design, implement and evaluate an innovative educational
platform, called Cirip, based on microblogging technology. The platform is sought to address
emerging technologies and trends in education, to be connected with Social Media networks and
applications, and to be used in formal and informal educational contexts. The Design Based
Research methodology (DBR) has been used for this thesis research and for the development of the
educational platform.
The thesis identifies and analyses new educational technologies, theories and practices;
founded on these findings, a conceptual model of Open Learning Environments is introduced.
There are also presented a review of the features, uses and architectures of educational
microblogging platforms and the results of two studies on the usages, challenges and policies
regarding the integration of emerging technologies and microblogging in Romanian education, for
teaching, learning and professional development.
A model of Open Learning Environments based on microblogging technology is proposed,
which was validated through designing, implementing and evaluating the Cirip educational
microblogging platform, used in a large diversity of formal and informal learning contexts.
Acknowledgements
I would like to thank my coordinator, Prof. Dr. Ing. Vladimir-Ioan Creu, for his long and
continuous support.
Thank you to Gabriela Grosseck and Cristian Armeana, for our wonderful collaboration in
research and projects.
Thanks go also to my family, my reason of being.
Table of Contents
Abstract ................................................................................................................................................ 2
Acknowledgements .............................................................................................................................. 3
Abbreviations ....................................................................................................................................... 8
List of Figures ...................................................................................................................................... 9
List of Tables ...................................................................................................................................... 11
Chapter 1. Introduction ...................................................................................................................... 12
1.1. Thesis Context ................................................................................................................... 12
1.2. Thesis Objectives .............................................................................................................. 13
1.3. Thesis Structure ................................................................................................................. 14
Chapter 2. Design Based Research Methodology .............................................................................. 16
2.1. Introduction ....................................................................................................................... 16
2.2. Design Based Research Methodology Definition ............................................................. 16
2.3. Design Based Research Projects ....................................................................................... 18
2.4. Thesis Design Based Research Phases .............................................................................. 19
2.5. Conclusions ....................................................................................................................... 20
Chapter 3. Emerging Technologies and new Trends in Education. State of the Art .......................... 21
3.1. Introduction ....................................................................................................................... 21
3.2. The Social Media Landscape ............................................................................................ 21
3.2.1. Defining Social Media ...........................................................................................21
3.2.2. Web2.0 ...................................................................................................................22
3.2.3. Social Objects ........................................................................................................23
3.2.4. A Typology of Social Media ..................................................................................23
3.2.5. Microblogging .......................................................................................................24
3.3. Trends and technologies connected with Social Media .................................................... 25
3.3.1. eLearning2.0/Social Learning/Informal Learning .................................................26
3.3.2. Open Educational Resources .................................................................................27
3.3.3. Learning Design ....................................................................................................28
3.3.4. Social Learning Management Systems..................................................................28
3.3.5. Personal Learning Environments...........................................................................29
3.3.6. Mobile Learning ....................................................................................................30
3.3.7. Digital Curation .....................................................................................................30
3.3.8. Massive Open Online Courses (MOOC) ...............................................................31
3.3.9. Learning Analytics .................................................................................................33
3.3.10. Blended Learning/Flipped Classrooms ...............................................................33
3.3.11. Augmented Reality ..............................................................................................34
3.3.12. Open Educational Practices and New Learning Theories ...................................34
3.4. A Conceptual Model for Open Learning Environments.................................................... 37
3.4.1. Classification of learning environments integrating new technologies .................39
3.4.2. An Open Learning Environment based on Microblogging ...................................41
3.5. Conclusions ....................................................................................................................... 41
3.5.1. Contributions .........................................................................................................42
Chapter 4. Features, Uses and Architectures of Educational Microblogging Platforms.................... 43
4.1. Introduction ....................................................................................................................... 43
4.2. Microblog and Microblogging Definitions ....................................................................... 43
4.3. A brief history of the Microblogging term ........................................................................ 44
4.4. Classifications ................................................................................................................... 45
4.5. Microblogging Platforms used in Education ..................................................................... 46
4.5.1.Twitter .....................................................................................................................46
4.5.2. Edmodo ..................................................................................................................49
4
4.5.3. Plurk.......................................................................................................................50
4.5.4. Yammer ..................................................................................................................50
4.5.5. Identi.ca .................................................................................................................51
4.5.6. Twiducate ...............................................................................................................51
4.5.7. Other Microblogging Platforms.............................................................................52
4.6. Educational Uses of Microblogging in terms of opportunities, contexts, challenges,
advantages and limits / risks..................................................................................................... 54
4.6.1. Educational opportunities ......................................................................................54
4.6.2. Didactical context ..................................................................................................54
4.6.3. Research context ....................................................................................................55
4.6.4. Potential disadvantages..........................................................................................56
4.6.5. Challenging advantages .........................................................................................57
4.7. Conclusions ....................................................................................................................... 58
4.7.1. Contributions .........................................................................................................58
Chapter 5. Emerging Technologies in Romanian Higher Education ................................................. 59
5.1. Introduction ....................................................................................................................... 59
5.2. Research Methodology. Objectives and questions ............................................................ 59
5.3. Summary of findings ......................................................................................................... 59
5.4. Conclusions ....................................................................................................................... 67
5.4.1. Contributions .........................................................................................................68
Chapter 6. Requirements analysis for an educational multimedia microblogging platform ............. 69
6.1. Introduction ....................................................................................................................... 69
6.2. Identifying the functionalities of Social Media platforms ................................................ 69
6.3. Comparing Social Media platforms ................................................................................. 70
6.4. Requirements Specification............................................................................................... 75
6.5. Conclusions ....................................................................................................................... 78
6.5.1. Contributions .........................................................................................................78
Chapter 7. Platform Architecture and Implementation ...................................................................... 79
7.1. Introduction ....................................................................................................................... 79
7.2. Technologies ...................................................................................................................... 79
7.3. Architecture ....................................................................................................................... 79
7.4. Database ............................................................................................................................ 83
7.5. API ..................................................................................................................................... 84
7.6. Plugins and Mashups ......................................................................................................... 86
7.7. Platform development phases............................................................................................ 87
7.8. Conclusions ....................................................................................................................... 88
Chapter 8. Platform as an Open Learning Environment .................................................................... 89
8.1. Introduction ....................................................................................................................... 89
8.2. Learning Management Features ........................................................................................ 89
8.2.1. Cirip as a course environment (Social LMS) ........................................................90
8.3. Mobile Learning Features ................................................................................................. 92
8.3.1. M3-learning features ..............................................................................................93
8.3.2. Pedagogical uses of m3-learning on Cirip .............................................................98
8.4. Social Objects as (little) Open Educational Resources ................................................... 100
8.4.1. Social and Multimedia Objects............................................................................100
8.4.2. Types of multimedia objects ................................................................................101
8.4.3. Multimedia objects for digital storytelling ..........................................................102
8.4.4. Advantages and limits of using multimedia objects in teaching-learning ...........104
8.5. Learning Design Objects and Scenarios .......................................................................... 104
8.5.1. Learning design objects in microblogging context: a group for sharing educational
5
strategies ........................................................................................................................104
8.5.2. Learning design for academic courses. Bloom Taxonomy for Cirip activities ...106
8.6. Learning Analytics and Assessment Facilities .................................................................111
8.6.1. Projects for Social Media Assessment ................................................................. 111
8.6.2. Indicators for interactions in microblogging communities ................................. 113
8.6.3. A Set of Microblogging Metrics for Student Assessment....................................120
8.7. Conclusions ..................................................................................................................... 122
8.7.1. Contributions .......................................................................................................123
Chapter 9. Case Studies for Platform Validation ............................................................................. 125
9.1. Introduction ..................................................................................................................... 125
9.2. Online Courses and Courses Enhancement ..................................................................... 127
9.2.1. Course Virtual Space Group Facilities .............................................................127
9.2.2. Participation in Discussions.................................................................................129
9.2.3. Collaborative Activities .......................................................................................130
9.2.4. Remarks about the Learning Community ............................................................136
9.2.5. Aspects related to course facilitation ...................................................................138
9.3. Learning from the Stream ............................................................................................... 140
9.3.1. Microblogging as a backchannel solution ...........................................................140
9.3.2. Framework ...........................................................................................................141
9.3.3. Content for student activities ...............................................................................142
9.3.4. Students' activities ..............................................................................................143
9.4. Integrating MOOCs in Blended Courses ........................................................................ 145
9.4.1. Blended Learning and MOOCs ...........................................................................145
9.4.2. Methodology........................................................................................................146
9.4.3. Research goals .....................................................................................................147
9.4.4. Research methods ................................................................................................147
9.4.5. Summary of data evaluating MOOC participation ..............................................148
9.4.6. Discussions ..........................................................................................................149
9.5. Teacher Training .............................................................................................................. 151
9.5.1. Phases of teacher training ....................................................................................151
9.5.2. SWOT analysis for teachers education ...............................................................152
9.6. Personal Learning Environment ...................................................................................... 155
9.6.1. Three-Anagram's Approach to Cirip PLE Framework ........................................156
9.7. Conclusions ..................................................................................................................... 157
9.7.1. Contributions .......................................................................................................157
Chapter 10. Platform Evaluation ...................................................................................................... 159
10.1. Introduction ................................................................................................................... 159
10.2. Study of Learning Impact .............................................................................................. 159
10.2.1. Research goals and methods ..............................................................................159
10.2.2. Data analysis ......................................................................................................161
10.3. Study of Professional Development Impact .................................................................. 163
10.3.1. Study Methodology ...........................................................................................165
10.3.2. Findings .............................................................................................................166
10.4. Conclusions ................................................................................................................... 173
10.4.1. Contributions .....................................................................................................173
Chapter 11. Conclusions and Future Work ...................................................................................... 174
11.1. Original contributions .................................................................................................... 174
11.2. Dissemination, recognitions and awards ....................................................................... 175
11.3. Future work ................................................................................................................... 176
References ........................................................................................................................................ 177
6
Abbreviations
List of Figures
Figure 2.1. DBR: Refinement of problems, solutions, methods and design principles ..................... 17
Figure 2.2. Predictive Research (Herrington et al., 2007) ................................................................. 17
Figure 2.3. Design Based Research phases for Cirip development ................................................... 19
Figure 3.1. Technology enhanced learning ( Siemens and Tittenberg, 2009) .................................... 36
Figure 3.2. Use case for an Open Learning Environment .................................................................. 39
Figure 5.1. Users of Social Media platforms ..................................................................................... 62
Figure 7.1. Technologies .................................................................................................................... 79
Figure 7.2. MVC Architecture ........................................................................................................... 80
Figure 7.3. Platform Components ...................................................................................................... 82
Figure 7.4. Database tables ................................................................................................................ 83
Figure 7.5. Relations between tables ................................................................................................. 84
Figure 7.6. Message at cirip.ro/status/27551230 and the corresponding JSON format..................... 86
Figure 7.7. Plugings and mash-ups as a mindmap. Note at http://www.cirip.ro/status/3113278 ...... 87
Figure 8.2.1. A group hosting a blended course ................................................................................. 91
Figure 8.3.1. Mobile Learning features as a LD object ..................................................................... 92
Figure 8.3.2. Dashboard section for creating a dynamic command ................................................... 93
Figure 8.3.3. Dashboard for a mobile group ...................................................................................... 96
Figure 8.3.4. Quiz for participants at the end of a course - http://www.cirip.ro/sondaj/7 ................. 98
Figure 8.4.1. Multimedia objects included in messages mindmap at cirip.ro/status/3109554 ..... 103
Figure 8.5.1. Learning Design object specifying how LD group works .......................................... 106
Figure 8.5.2. Learning scenarios proposed for a course .................................................................. 108
Figure 8.5.3. Learning activities design model, source http://www.cirip.ro/status/2497482 .......... 109
Figure 8.5.4. A part of a CompendiumLD scenario ......................................................................... 110
Figure 8.5.5. The corresponding Cirip LD object obtained with CompendiumLD2CiripLD ......... 110
Figure 8.6.1. Tops page on Cirip.eu ................................................................................................. 114
Figure 8.6.2. Network covering for the user cami13, http://twitter-friends.com/?user=cami13 ..... 115
Figure 8.6.3. Visual representation with Twitter-Friend for the Twitter account @cami13 ............ 115
Figure 8.6.4. Network of a Cirip.eu user ......................................................................................... 116
Figure 8.6.5. Cirip.eu group development network for the microblogging course .......................... 116
Figure 8.6.6. The group tag cloud of the microblogging course ...................................................... 117
Figure 8.6.7. Map section ................................................................................................................ 118
Figura 8.6.8. Timeline of a microblog on Cirip.eu .......................................................................... 119
Figure 8.6.9. Statistics for the user @gabriela (source: Network section of cirip.ro/u/gabriela) ... 122
Figure 9.1.1. Learning contexts on the platform; note at http://www.cirip.ro/status/1629510 ........ 125
Figure 9.2.1. Group news, http://www.cirip.ro/grup/cursmb ........................................................... 128
Figure 9.2.2. Group Members section (42 members) ...................................................................... 129
Figure 9.2.3. Group Tagcloud .......................................................................................................... 130
Figure 9.2.4. Tagcloud created with Wordle, http://www.flickr.com/photos/cami13/2573662470 . 131
Figure 9.2.5. Timeline of different teaching platforms for academic courses ................................. 132
Figure 9.2.6. Social publishing sites like Scribd (left) or Lulu (right) used in academic courses ... 133
Figure 9.2.7. Examples of media information ................................................................................. 133
Figure 9.2.8. Example of collaborative exercise to define a concept / a term with NotaLand tool 135
Figure 9.2.9. Examples of team projects exercise to translate a videoclip (using GoogleDocs) ..... 136
Figure 9.2.10. Anatomy of a microblogging course as a mindmap ................................................. 139
Figure 9.2.11. Elements of constructing social learning environments on Cirip ............................. 140
Figure 9.3.1. The first message in the PLE group, source: http://cirip.ro/status/2180463 .............. 142
Figure 9.3.2. Group statistics and Feeds related to PLE .................................................................. 142
Figure 9.3.3. Group Tagcloud and search facility ............................................................................ 144
Figure 9.3.4. Message sent by a student, embedding a slideshare presentation .............................. 144
9
Figure 9.4.1. Course group on Cirip: members, number of messages and the tags used ............... 147
Figure 9.4.2. Distribution of students .............................................................................................. 149
Figure 9.5.1. Learning contexts on the microblogging platform .................................................... 153
Figure 9.6.1. PLE on Cirip.eu .......................................................................................................... 156
Figure 10.3.1. Respondents by academic position ........................................................................... 166
Figure 10.3.2. Microblogging platforms used by responders .......................................................... 167
Figure 10.3.3. Followed users and followers ................................................................................... 168
Figure 10.3.4. Use of microblogging in research by different didactic profiles .............................. 170
10
List of Tables
Table 2.1. DBR Projects in terms of the designed artifact/environment and resultant theory ........... 18
Table 3.1. Social Media networks and applications for content sharing ............................................ 24
Table 3.2. Social Media for communication/collaboration/location-based ....................................... 24
Table 3.3. Emerging technologies in education as reported by the Horizon Project 2008-2015 ....... 25
Table 3.4. Open Educational Approaches - based on (Geser, 2007) .................................................. 36
Table 3.5. Characteristics of Open Learning Environments .............................................................. 37
Table 5.1. Distribution of respondents by age ................................................................................... 60
Table 5.2. Social Media Usage ........................................................................................................... 61
Table 5.3. Platforms for Communication/Collaboration/Location-based .......................................... 62
Table 5.4. Are the following statements true for you? ....................................................................... 63
Table 5.5. Do you use Social Media for the following activities? ..................................................... 64
Table 5.6. Levels of Communication/Collaboration .......................................................................... 64
Table 5.7. Contextual conditions in which scholars use Social Media .............................................. 64
Table 6.1. Social Media Platforms Comparison (a) ........................................................................... 72
Table 6.2. Social Media Platforms Comparison (b) ........................................................................... 74
Table 6.3. Requirements Specifications ............................................................................................. 75
Table 6.4. Microblogging Platform characteristics mapped onto the features of an OLE ................. 76
Table 7.6. Cirip development phases ................................................................................................. 88
Table 8.3.1. m3-learning framework .................................................................................................. 95
Table 8.3.2. Text messages and specific actions ................................................................................ 96
Table 8.3.3. A preliminary feedback from the students...................................................................... 98
Table 8.5.1. Bloom taxonomy rewritten for the on-line environment of Cirip ................................ 107
Table 9.1.1. Educational activities on Cirip ..................................................................................... 126
Table 9.2.1. Anatomy of a microblogging course ............................................................................ 138
Table 9.4.1. Variants of blending MOOCs in university courses ..................................................... 146
Table 9.4.2. Blended course activities and pedagogical benefits ..................................................... 150
Table 10.2.1. Courses demographics ............................................................................................... 160
Table 10.2.2. Uses of Cirip features ................................................................................................. 162
Table 10.3.1. Romanian edu-microsphere in 2011........................................................................... 165
Table 10.3.2. Distribution of respondents by age ............................................................................ 166
Table 10.3.3. How researchers are making use of languages........................................................... 168
Table 10.3.4. Social Media experience ............................................................................................ 169
Table 10.3.5. Microblogging usages ................................................................................................ 169
Table 10.3.6. Mode of research work ............................................................................................... 170
Table 10.3.7. Contextual conditions in which scholars use microblogging ..................................... 170
11
Chapter 1. Introduction
The term eLearning was coined by Jay Cross in 1998: eLearning is learning on Internet Time,
the convergence of learning and networks (Cross, 2004); in the same year SmartForce defined
itself as an "e-Learning Company", Cisco spoke about E-Learning, while eLearning (without
hyphen) was used in 2000 in the "eLearning - Designing Tomorrow's Education" documents of the
European Commission.
My fascinating journey in the eLearning world started at the end of 2000, when I was a
participant in the online workshop having as topic online facilitation, organized by University of
Maryland University College (UMUC), becoming a certified Online Instructor, and then
collaborating with UMUC for 12 years.
On the virtual platform for online courses/workshops I developed in Perl in 2001, two online
workshops were run in 2002, being facilitated together with Jane Knight (Hart) from
eLearningCentre UK. The workshops gathered more than 150 experts/participants from five
continents (Medium Open Online Workshops), the topics proposed to be debated for a week were
Online Communities and Methodologies in eLearning (Holotescu and Knight, 2002a; Holotescu
and Knight, 2002b). Among the experts who took part in the workshops, there were the well-known
founders of the Massive Open Online Courses (MOOC) phenomenon in 2008, Stephen Downes and
George Siemens.
Since then, my enthusiastic work in the eLearning and online collaboration domains has
included the development of virtual spaces extended with Web2.0 features/ mashups, involvement
in many European projects, online/blended courses delivered for universities and institutions, many
articles, books and citations. I have been continuously learning together with my students and the
peers in my Personal Learning Network, practitioners from worldwide.
This thesis is the result of my research work conducted since 2008, related to open education,
Microblogging, Social Media and other connected emerging technologies in education.
12
As the classic Learning Management Systems (LMS) are considered too inflexible, offering
an instructivist model of education, solutions are studied and tested for a constructivist approach,
centered on student and linking his/her learning needs with pedagogy and technology. There are
many projects and implementations of integrated platforms, in which the social functionality
becomes available inside the LMS, thus speaking about LMS2.0, social LMS, Open Learning
Environments or Social Learning Environments (Crosslin, 2010; Dahrendorf, 2010; Mott, 2010;
JISC, 2011).
In spite of effective learning opportunities, the new technologies are embrassed by a limited
number of teachers/facilitators and universities, and is still a gap between the implied technological
and pedagogical aspects. The main reasons for this gap are represented by:
rigid policies in formal education related to curricular systems and assessment practices;
teachers lack of time and interest to explore, understand, evaluate and use new technologies
in teaching-learning process (Conole and Culver, 2010);
usually scenarios for innovative approaches and best cases are presented in a too formal
manner using Learning Design languages and tools, which are difficult to understand by the
large mass of educators and also there is not a direct link between these scenarios and
learning environments (Conole, 2010).
13
5. to define and implement instruments for learning analytics and for assessing students
learning activities;
6. to conceive, to design and to build a microbloging platform for formal and informal
learning.
Our findings are presented in this thesis, focused on the implementation, usages and
evaluation of the educational microblogging platform, but also on the new open pedagogies
approaches, which can be used and extended on other educational environments and contexts.
Each case study discusses the specific features offered by other microblogging platforms for
that particular usage and also the advantages and possible drawbacks of Cirip. Also each case study
represents an iteration and an improvement of the environment developed using the DBR approach.
The platform and each case study were evaluated and validated by students and teachers
who have used the microblogging platform during courses, for research and for personal
development, the results being the subject of the two studies presented in Chapter ten.
The final conclusions are drawn in Chapter eleven, together with the presentation of the
original contributions and future developments. The chapter contains also the dissemination and
awards/recognitions of the doctoral program results.
A large list of actual references studied for this thesis, our publications, projects and citations
can be found in this work too.
15
2.1. Introduction
The Cirip educational microblogging platform was developed using the Design Based
Research (DBR) methodology approach. This methodology is presented in this chapter, together
with its adaptation for our platform development.
Figure 2.1. DBR: Refinement of problems, solutions, methods and design principles (Reeves, 2006)
Figure 2.2 illustrates the predictive research studies that have beeing used in educational
technology reseach for decades (Herrington et al., 2007). This way the differences between the two
approaches can be noted: a strong connection and collaboration between researchers and
practitioners for DBR, while for the predictive research they work separately in different phases;
also the end users are implied in the iterative cycles used by DRB, while for the predictive research
they test only the final product.
17
DRB has three theoretical influences: experimental educational psychology, design research
and participatory software development methods (Reimann, 3013). DBR is a common label for
related research approaches, such as design studies, design experiments, design research,
developmental research, formative research, engineering research or educational design research
(Plomp and Nieveen, 2007; McKenney and Reeves, 2012).
There are many similarities between Design Based Research (DBR) and Agile Software
Development, both paradigms being defined before the 2000s (Burn, 2013; Creu, 2010):
are flexible and responsive
imply iterative and incremental development
involve users / costumers
have rapid and flexible response to change
working environment / software is delivered and used in all phases of the project.
Implementation of an
online professional
development course
for higher education
practitioners based on
authentic learning
principles (Parker et
al., 2013)
Build a reformed
Software Engineering
Local impact
Theoretical work
Richer understanding of
the challenges and
demonstrating how Social
Media can be used in
finding, sharing and
discussing learning and
teaching ideas and designs.
Design patterns based on
the notions of social
objects and the concept of
design for sociality.
Providing possible
solutions for
designing and
implementing effective
online higher education
courses, based on a social
constructivist model of
learning.
Demonstrating that a
renewed SE curriculum
18
subtrack within
Computer Science
curriculum
(Luukkainen et al.,
2012)
Demonstrating how
ubiquitous computing
technologies can assist the
integration of informal
experiences in formal
learning by capturing
individuals feelings and
thoughts in the real world
and connecting to
systematic school learning.
Teachers also need to be
aware of the importance of
informal experiences in
students lives and the
ways to combine them into
the school curriculum.
19
The DBR phases are summarized below and will be presented in the next chapters:
Phase 1:
One of the thesis research objectives was to extensively review the literature on Social
Media and Microblogging (together with variants for architecture implementation), and to identify
the connected emerging technologies/trends, and their oportunities in education Chapters three
and four.
Another important scope was to study how the Romanian educational actors integrate Social
Media in teaching/learning process, in research and in personal development, this way articulating
the emerging technologies, also their advantages and disadvantages Chapter five.
Phase 2:
In an iterative cycle, the results and conclusions of the first phase were used to define the
requirements of the educational microblogging platform Chapter six.
For the iterative and incremental prototypes of the platform the architecture, implementation
and features are presented in Chapters seven and eight.
Phase 3:
The platform is used in many formal and informal learning settings, presented in Chapter
nine, implying an important number of courses, students and teaching staff, at different levels of
educational levels.
Phase 4:
The platform usefulness and impact in different educational contexts are evaluated, the
conclusions being used for the platform iterative development and improvement Chapter ten.
In developing the platform we have used our intensive, enthusiastic and long experience in
working with and developing educational platforms, as a researcher, developer and also as a
designer and facilitator of online and blended courses.
In order to evaluate and improve the platform we have worked in a close collaboration with a
small multidisciplinary team, consisting of teachers and practitioners in Computer Science and
Social Sciences, who appear as co-authors of the published studies (listed in Appendix).
2.5. Conclusions
The chapter focuses on the definition and phases of the Design Based Research (DBR)
methodology, presenting its increasing application in educational software projects with
pedagogical and technological innovations, also its similarities with Agile Software Development.
The DBR methodology adaptation for Cirip development is presented too (Figure 2.3). The
introductive part of each of the next chapters will make the connections with the DBR phases.
20
3.1. Introduction
This chapter is a literature review of Emerging Technologies and new Trends in Education,
being part of the first phase of the Design Based Research approach (Figure 2.3).
It defines Social Media, presenting an original classification of Social Media applications and
platforms, and identifies and describes the connected emerging technologies and trends, also their
oportunities in education.
To be able to design the microblogging platform it was necessary to understand the challenges
brought to education by Social Media and emerging technologies, and the models of the new
learning environments. So we propose here a conceptual model for open learning environments,
founded on the identified technologies and theories.
21
23
the social objects they are build around: for content sharing and for communication /collaboration /
location-based. For each subcategory the most representative worldwide and Romanian platforms
and applications are listed. The typology covers the current Social Media landscape (Solis and
JESS3, 2010) and educational tops (Hart, 2014), and is a result of our research and work with these
platforms during courses and workshops.
Table 3.1.Social Media networks and applications for content sharing
Blog (Blogger, WordPress, weblog.ro)
Miniblog (Tumblr.com, Posterous.com)
Microblog (Twitter.com, Cirip.ro, Plurk.com, Edmodo.com)
General Social Networks (Facebook.com, Plus.Google.com, MySpace.com)
Professional Social Networks (LinkedIn.com, Xing.com, Academia.edu,
Researchgate.net, Mendeley.com, Classroom.Google.com)
Social Bookmarking/Curation (Delicious.com, Diigo.com, Pinterest.com)
Video sharing (Youtube.com, Vimeo.com, TED.com, TeacherTube.com, Trilulilu.ro,
MyVideo.ro)
Image sharing (Flickr.com, Picasa.Google.com, deviantART.com, Instagram.com)
Audio/Podcasting sharing (Blip.fm, SoundCloud.com)
Code sharing (Ideone.com, Pastebin.com)
Presentation sharing (Slideshare.net, Authorstream.com, Prezi.com)
Document/Books sharing (Scribd.com, DocStoc.com, Drive.Google.com,
Books.Google.com)
Mindmaps (Mindomo.com, Mindmeister.com, Spicynodes.org)
Screencasting (Screenr.com, ScreenJelly.com, ScreenCastle.com)
Livestreaming (Qik.com, UStream.com)
Feeds Monitoring (Reader.Google.com, Bloglines.com, Nuzzel.com)
Wiki (Wikispaces.com, MediaWiki.org, Wikia.com, PBWorks.com)
Digital storytelling (Voicethread.com, Glogster.com, Capzles.com, Notaland.com,
Storybird.com, Storify.com, Photopeach.com, Projeqt.com, Padlet.com, Bibblio.com)
Table 3.2. Social Media for communication/collaboration/location-based
Groups (Groups.Google.com, Groups.Yahoo.com, Ning.com, Meetup.com)
Forums/Spaces for discussions (phpBB.net, Quora.com, Disqus.com)
Location-based (Foursquare.com, Yelp.com, Zvents.com)
Augmented reality (Layar.com, Wikitude.com, Zooburst.com)
Virtual worlds/Social Games (Secondlife.com, Playdom.com, OpenSimulator.org)
Instant messaging (YM, GTalk, Jabber, Skype)
These classifications have been used to assess how the Romanian educational actors use
Social Media and new emerging technologies in their professional activities, the results being
presented in Chapter 5. Also the characteristics of these platforms/applications are compared in
Chapter 6 in order to define the requirements of Cirip, also to decide which Social Media platforms
to be connected with it.
3.2.5. Microblogging
Microblogging is a term in common use since 2006, when Twitter and Jaiku were launched 3,
3
Jaiku (this name because the posts on Jaiku resemble Japanese haiku), purchased by Google in 2007, was shut
24
being a form of Social Media, recognized as Real-Time Web Publishing (Winer, 2009), which has
won an impressive audience acceptance and surprisingly changed online expression and interaction
for millions of users.
In this context, microblogging is a form/an extension of real-time blogging, which creates
real-time interactions between users by means of various devices, technologies and applications.
2010
One Year or Less
- Grassroots Video
- Collaboration Webs
- Mobiles
- Cloud Computing
2011
Two to Three Years
- Mobile Broadband
- Data Mashups
- Geo- Everything
- The Personal Web
2010
- Mobile Computing
- Open Content
- Electronic Books
- Simple Augmented
Reality
2011
- Electronic Books
- Mobiles
- Mobile Applications
- Tablet Computing
- Augmented Reality
- Game-Based Learning
- Gesture-Based
Computing
- Learning Analytics
- Games and Gamification
- Learning Analytics
- Game-Based Learning
- Learning Analytics
- Gesture-Based Computing
- Internet of Things
- 3D Printing
- Games and Gamification
- Quantified Self
- Virtual Assistants
- Makerspaces
- Wearable Technology
- Adaptive Learning
Technologies
2009
2012
2013
2014
2015
- Massively Open
Online Courses
- Tablet Computing
- Flipped Classroom
- Learning Analytics
- Bring Your Own
Device (BYOD)
2012
Four to Five Years
- Collective Inteligence
- Social Operating Systems
- Semantic Aware
Applications
- Smart Objects
- Gesture-Based Computing
- Visual Data Analysis
- 3D Printing
- Wearable Technology
down in January 2012; Jaiku had 15000 users; Google published Jaiku code at https://code.google.com/p/jaikuengine/.
25
- Flipped Classroom
(- Collaborative
(- Learning Analytics) Environments)
(-Mobile Applications) (- Games and
Gamification)
We have selected the following emerging technologies that have been expected for adoption
between 2008-2015 (in italics in Table 3.3):
Mobile Applications (the term is similar or close/connected to Mobile Learning, Tablet
Computing, Bring Your Own Device and Electronic Books)
Open Content
Augmented Reality
Learning Analytics (as part of the Visual Data Analysis trend in HR2010)
Massively Open Online Courses
Flipped Classroom.
They are presented in this chapter, together with other trends identified in literature.
3.3.1. eLearning2.0/Social Learning/Informal Learning
In education the uses of Web 2.0 technologies marked a shift from eLearning to
eLearning2.0, a term coined by Stephen Downes (Downes, 2005). eLeaning2.0 implies:
informal / social learning is integrated in formal learning;
during courses, a learning community is built which includes not only students and
facilitators, but also peers worldwide;
students build their own ePortfolios and Personal Learning Environments;
the Learning Management Systems (LMS) are enlarged by using Free and Open Source
Software (FLOSS), Open Educational Resources (OER), collaborative content and
interactions on Web2.0 platforms/applications, such as blogs, wikis, RSS, podcasts.
In pedagogy, Social Learning means learning through social interaction with peers (Conole,
2013). With the growth of Social Media, Social Learning is understood as learning with Social
Media, through communication and collaboration, with peer learners, and possible with facilitators
(Hart, 2011). Social Media are powerful enabling tools, when used appropriate; otherwise, forcing
people to use Social Media in courses in traditional command-and-control approaches, without
understanding how to organize learning activities in a natural way, could lead to Fauxial Learning
(Hart, 2014).
Social Learning means also new forms of learning, detailed in (Conole and Alevizou, 2010):
inquiry-based and exploratory learning;
new forms of communication and collaboration;
new forms of creativity, co-creation and production;
richer contextualization of learning.
Informal learning happens voluntarily in minimally structured situations, without pre-set
learning resources and pre-designated teachers (Clough et al., 2008), it is a self-directed,
serendipitous, curiosity-based learning (NMC, 2015). That is, informal learning is likely to happen
in a highly personalized manner based on learners particular needs, interests, and past experiences.
The claim that people learn through understanding and solving real-world problems in everyday
lives shows that informal learning is the most natural way of learning. The NMC Horizon Report
Project (2015) shows that blending formal and informal learning represents a solvable challenge for
academia, that "can create an environment that fosters experimentation, curiosity, and above all,
creativity". Usually the terms eLearning2.0, Social Learning and Informal Learning are considered
as synonyms.
26
Creative Classrooms in Europe), OEREU (Open Education Resources and Practices in Europe) and
POERUP (Policies for OER Uptake).
The new European Rethinking Education strategy specifies that: "Technology, in particular
the internet, must be fully exploited. Schools, universities and vocational and training institutions
must increase access to education via open educational resources." (EC, 2012).
We appreciate that Romania is active in the OER movement mainly through OER and OEP
initiatives by institutions/groups and engaged individuals, and through specific projects or
programmes, on the following axes/directions (Holotescu, 2012; Holotescu et al., 2014b):
trainings/courses related to OER and OEP organized for both pre-university and university
sectors;
proposals at governmental level related to OER and Web2.0, that can become driving forces;
more for the pre-university level but not yet in formal policies: Knowledge based
Economy Project4 and the Government Programme for 2013-20165: Ministry of
Communication and Ministry of Education will collaborate to support the innovative
integration of Web2.0 and Open Educational Resources in education;
national events related to open resources produced by pre-university teachers; national
guides were published too;
directories with open resources (more numerous for pre-university level);
projects in development for MOOCs at university level and for continuing education;
strong communities/events for open source, open access, open data, open licences (the
Creative Commons Romania version6 was launched in September 2, 2008).
3.3.3. Learning Design
According to Stutzman (2009), Learning Design (LD) aims to enable reflection, refinement,
change and communication by focusing on forms of representation, notation and documentation,
also to support teachers in making pedagogically informed, in better use of educational resources
(OER) and collaborative technologies (Social Media). Learning Design and Learning Analytics
work together: a condition for successful learning and teaching is to evaluate and improve learning
design based on learning analytics. The scope of LD is to raise the quality of the learning
experience, learning outcomes and learner support, proving a "coherent sequence of media,
technologies and pedagogies" (Sharples et al., 2014).
There are some notable projects which mark the Learning Design domain: variants of EML,
the Educational Modelling Language developed by the Valkenburg Group, IMS-LD standard, JISC
Design for Learning Program, modelling tools such as LAMS, Reload, CopperCore,
CompendiumLD, etc (Conole and Alevizou, 2010). We should also mention Cloudworks, a social
network focused strictly on LD (Conole and Culver, 2009), gathering a community of practice that
discuss and share resources, ideas and scenarios for integrating new technologies in education, in an
informal way.
3.3.4. Social Learning Management Systems
One area where Social Media is having an important impact is the development of Learning
Management Systems (LMSs). LMSs have dominated the academia landscape since the middle of
90s, almost all universities having an institutional LMS implementation, which connects the user to
university resources, regulations, help, and educational content such as modules and assessment.
4
5
28
Nowadays, when students and teachers use Social Media platforms and Web 2.0 tools for
creating and sharing content, for communication and collaboration, the LMS may be perceived as
inflexible and 'cookie-cutter' in its method of organizing instruction, falling behind in its ability to
support the trend toward personalized learning environments (Ingerman and Yang, 2010) or like a
slow-moving cruise ship that locked passengers in their cabins (Stein, 2014).
Three important drawbacks of the institutional LMS are stated by Mott (2010) and Mott and
Wiley (2009):
LMSs are generally organized around academic semesters, this way the learning process
is disrupted and the learning communities don't continue to exist after the course end;
LMSs are teacher-centric, teachers being those who create courses, upload content, start
discussion forums and form study groups; students initiative and self learning decisions
are limited; LMSs are used more for "downloading learning" - modules than for
collaborative work;
Courses developed and delivered via the LMS are walled gardens, limited to the students
officially enrolled: content/sharing/communication/collaboration remain in the private
space of the course.
Groom and Lamb (2014) outline five arguments against the Learning Management Systems:
Systems: Usually educational institutions view "learning as a technological problem, one
that requires a 'system' to 'manage' it". They should support "learning enhancement
environments" not "learning managements systems";
Silos: In spite of the current hype around open education, most of LMSs don't provide
"capacities to publish to and interact with the wider web and public", restricting "online
teaching and learning activity to these closed systems". Courses are like silos which can
not be referred by students after the course end, thus the lifelong learning is not
promoted and also the university mission of promoting enlightenment and critical
inquiry in society is missed.
Missed Opportunities: Students are supposed to spend hours in virtual spaces that don't
equip them with new digital skills and practice instead of being guided into an
"information age of immense complexity, promise, and uncertainty" in a spirit of critical
inquiry. "They are in a system; they are being managed".
Costs: There are important costs associated with supporting LMSs; the budget and staff
time might be directed toward alternative solutions such as free Social Media
applications and platforms, open-source and user-driven innovation.
Confidence: Most LMSs are found inflexible by both students and teachers comparing
with Social Media platforms and applications and many time educational actors loss the
confidence to experiment beyond the "system".
Weller (2014) concludes that "rather than being a stepping stone to further elearning
experimentation, the LMS became an end point in itself".
Personal Learning Environments (PLE) and social LMS (LMS integrating social
networks/collaboration) are now taken in account by many universities which search solutions for
the coexistence and interoperability between LMSs and open educational technologies (Hill, 2014).
3.3.5. Personal Learning Environments
The term "Personal Learning Environment" (PLE) was coined in 2004 by JISC and Scott
Wilson, meaning the integration of Social Media around the learner who sets the own learning
goals, manages the learning content and communicates, shares and learns with others in the process
of learning (JISC, 2004; Wilson, 2005).
Thus social interactions among participants could support the learning process in social
environments specially created or utilizing the functionality of existing social sites and software.
29
Another term Personal Learning Network (PLN) has recently emerged to describe the
sum of all social capital and connections that result in the development and facilitation of a personal
learning environment (Couros, 2010).
Obviously, the social interactions of an individual in a social oriented online environment, in
support of his/her planned needs for learning, play an important role for the shaping of individual
features (Ivanova, Grosseck and Holotescu, 2012).
3.3.6. Mobile Learning
Considered the most popular, widespread and ubiquitous (personal) communications
technology on the planet (Gagnon, 2010), the wireless communication technology includes a wide
range of mobile devices/wireless terminals, starting from the already classic laptops, notebooks,
PDAs, iPods, handheld, palmtops or tablet PCs to the various mobile phone models (with or
without specifications such as: touchscreen, clamshell, sliding, possibility to capture images with an
integrated camera, editing/sharing them, bluetooth, 3G, radio FM, music player/MP3,
recording/rendering video content, Internet connexion, HTML browsers, email applications) and
other intelligent devices such as the iPhone, iPad. Used generally for booking tickets, travels,
restaurants, banking operations, stock market transactions, listening/downloading music, accessing
information about the weather forecast and sports etc., mobile devices create challenging
opportunities for learning, defined as mobile education or mobile learning or m-learning.
M-learning implies flexible and collaborative learning modalities, content creation and
sharing, anywhere and anytime, at the same time ensuring close relationships between learning in
the workplace, at home, at school and/or in a community by anyone on any subject (the Tim Kellys
4A vision: anywhere, anytime, by anyone and anything ITU, 2005). In the context of m-learning,
the facilitation and the pedagogical design input of the teacher are critical: "M-learning, being the
digital support of adaptive, investigative, communicative, collaborative, and productive learning
activities in remote locations, proposes a wide variety of environments in which the teacher can
operate" (Laurillard and Pachler, 2007).
M-learning does not represent an expensive process, neither a complex one from a
technological point of view, so that installing a wireless network in a higher education institution
can be considered a normal extension of the educational system and an instructional one in the
continuing formation segment (Khaddage et al., 2009). However, statistics (Smith, 2010) indicate
that for most of the European countries and the United States (except South Corea and Japan) mlearning does not represent yet one of the educational methods currently used in formal education,
but in the same time that a 94% rate of 21st century college students have a mobile phone, their
favourite communication method being text messaging or IM (Lenhart, 2010). Mobile applications
are listed in NMC Horizon Project 2012 (NMC HP, 2013), time to adoption one year or less.
3.3.7. Digital Curation
While the classic term curation was used mostly in museums, this activity implying the
study of specific techniques, the new buzzword of the web Digital Curation (DC) names a rapidly
evolving field, in line with the expansion of Social Media, being a promising new framework for
organizing and adding value to Social Media, complementing the traditional methods of algorithmic
search and aggregation (Duh et al., 2012). Many researchers and practitioners in Social Media
appreciated that 2012 was the year of the digital curation. However, Gil (2012) suggests that digital
curation it is more than a meta-trend in Social Media, it is a big evolutionary step.
Literature offers many definitions of curation and there are more ways of interpreting
curation in the online environment. Although digital curation can be used as a synonym for
aggregation, in fact its a double for intelligent aggregation (Rosenbaum, 2011), maintaining,
30
preserving and adding value to digital research data throughout its lifecycle (The Digital Curation
Centre, 2012). In the author opinion, the digital curation is the collaborative activity of finding,
selecting, creatively reorganising Social Media artefacts / assets, relevant for different topics, and
sharing them with the aim of future consumption.
Digital curation can be:
a) human-driven (finding and selecting the content on a specific issue is realized by the
users, being a creative and intellectual labour socially curated web);
b) based on algorithmic / aggregation techniques (selection follows ones preferences and
therefore kills serendipitous discovery) or
c) a combination of both.
Are there levels of DC? For e.g. is there a professional and / or amateur level, since the
Social Media allow the latter status for any person with an internet connection? Moreover, anyone
can be a curator, regardless of profession, age, gender, time etc. (Kelly, 2012). Summarizing, the
person that gathers and selects the relevant information for ones own audience is a digital
curator. Likewise, curation is possible with all kind of media objects not only text and links (for
e.g. audio, photos, videos). Different type of curated content can be found on the Robin Goods
mind map / blog discovering educational news and information (presentation, case studies, tips and
advice, reviews of events and books, photos, infographics, videos and podcasts), learning/narrative
communities etc. (Good, 2012).
There is an explosion of tools specifically designed for content curation and that the choice
is difficult. Some of the most used digital curation application educators rely on are (Grosseck and
Holotescu, 2013a):
a) Twitter (with the help of the Discover button = interesting/relevant content to users,
retweet content to their own network - tweet this/share on Twitter; and use TwitterList to curate
information from other users);
b) Tumblr (Re-blog = curate content without producing original content (Gil, 2012);
c) Pinterest (curate content into boards visually);
d) Scoop.it = curating made easy, social sharing with wings;
e) Flipboard (makes a show out of the RSS flux we talk about social aggregation here);
f) Snip.it (social information curation platform);
g) Storify (is a way of telling stories by using Social Media such as tweets, photos and
videos; useful to capture conference sessions (Kanter, 2011);
h) Old Social Media services: Delicious, Flickr, Pearltrees or Google services (Alert /
Reader / Books / Bookmarks / YouTube etc.).
3.3.8. Massive Open Online Courses (MOOC)
The term MOOC (Massive Open Online Courses) was coined by Downes (2008) and
Siemens (2010), who facilitated the first such online course, the hundreds of participants being
distributed geographically, and the content, communication and collaboration being spread across a
large typology of Social Media platforms; the central topic of the course run in 2008 was
Connectivism and Connective Knowledge (CCK08)7 (Downes, 2008; Downes e al., 2011).
Some important characteristics of MOOCs are: learner-centered, open access, and
scalability.
In 2012, which can be considered the year of MOOCs, this trend has evolved at an
unprecedented pace, fueled by high profile entrants like prestigious universities (MITx 8 and edX9)
7
8
9
31
32
integration of synchronous and asynchronous learning tools, thus providing an optimal possibility
for the arrangement of effective learning processes (Andone and Vasiu, 2012; Holotescu et al.,
2007; Naaji et al., 2013).
3.3.11. Augmented Reality
Coined for the first time in 1990 by Tim Caudell, Augmented Reality (AR) defines the
latest and the greatest concept of computer-aided life, being in constant evolution and redefinition.
Augmented Reality (AR) combines the real world with that which is virtual (Latif, 2012). It is
considered an area of real interest, a promising and effective technology (Ivanova and Ivanov,
2011a), still little developed.
Augmented Reality connects and combines real life objects, places and people around us to
a variety of information and simulated computer generated experiences (Ivanova and Ivanov,
2011a). AR is used in domains such as: advertising and marketing, architecture and construction,
entertainment, medical sector, military field, travel, education.
Although the booming of AR development is seen in domains such as marketing and
entertainment (Hamilton, 2011), AR entered in education too in tangible and exciting ways, with
lots of possibilities for teaching and learning environments, even if the research for augmenting
education is still in its infancy, with no actual educational agenda (Yuen, Yaoyuneyong and
Johnson, 2011). However, the educational applications of AR have potential in disciplines and fields
of education such as: chemistry, biology, astronomy, medical training simulations, engineering
design, mathematics and geometry, architecture, e-learning systems or science education
(Billinghurst, 2002; Hamilton, 2011; Yuen, Yaoyuneyong and Johnson, 2011; Ivanova and Ivanov,
2011).
Some tools to create AR educational applications are simple, very friendly and easy to use
and require no programming knowledge or skill, like Daqri (www.daqri.com) or Zoobrust
(www.zooburst.com) the 3D storytelling tool for creating 3D books (Carr, 2010). With powerful
programming interface, other tools are intended for developers: ARToolKit, Unifeye, Mobile SDK,
or Wikitude (Holotescu et al., 2013a).
3.3.12. Open Educational Practices and New Learning Theories
Open Educational Practices (OEP) are defined as the range of practices around the creation,
use and management of Open Educational Resources with the intent to improve quality and
innovate education (OPAL, 2011).
In a broader vision, Open Educational Practices (OEP) mean a transition from a traditional
educational process based on resource and with assessment based on outcomes, to a learning
process in which learners participate actively in social processes, in judging, reflection and
innovation (Conole, 2013).
Behaviorism, cognitivism, and constructivism are learning theories used to design
instructional environments before technology to influence and to be integrated in teaching/learning
processes.
Open education, governed by Open Educational Practices, implying collaborative learning
processes enabled by emerging technologies, are connected with new learning theories, for which
an overview can be found in (Dron and Anderson, 2014). Theoretical key concepts for new learning
theories are given in this section:
a) Connectivism states that knowledge is distributed across a network of connections, and
therefore that learning consists of the ability to construct and traverse those networks;
knowledge is the set of connections formed by actions and experience (Siemens, 2005).
Connections to social networks for information creation, storing, sharing, and retrieval, but
34
also incorporation of social networking tools to facilitate the flow and exchange of
information within a network are important aspects in designing learning environments
based on Connectivism (Williams and Whyte, 2011). Connectivism is built on an
assumption of a constructivist model of learning, with the learner at the centre, connecting
and constructing knowledge in a context that includes not only external networks and groups
but also his or her own histories and predilections (Anderson and Dron, 2011).
b) Learning communities are groups of people learning together through communication and
collaboration; a community could be nurtured by a facilitator; it is possible to include not
only the participants in a course, but also external learners and experts, thus becoming a
distributed learning community. The principles for building successful learning community
announced by Downes in 2001, are still valid (Downes, 2001):
o focus on learning materials;
o creation of a sense of whole;
o integrate content and communication;
o appreciate participant-generated content;
o on-going communication between members;
o access to multiple resources and information;
o educational orientation;
o sense of history.
c) Produsage is the the collaborative and continuous building and extending of existing
content in pursuit of further improvement, users being both creators and consumers of
information and knowledge in collaborative networks (Bruns, 2007). The produsage exhibits
the following aspects:
o is community-based - the community has to be large and varied enough so that
members can contribute more than a closed team of (qualified) producers;
o fluid roles produsers participation depends on their personal skills, interests, and
knowledge;
o unfinished artefacts - content artefacts in produsage projects are continually under
development, following evolutionary, iterative, palimpsestic paths;
o common property, individual merit - contributors permit (non-commercial)
community use, adaptation, and further development of their intellectual property
(free licences), being rewarded by the status capital gained through this process.
Flexible academic environments are needed which build the collaborative, creative, critical,
and communicative capacities of digital students entering produsage communities.
Siemens and Tittenberg (2009) came with a very suggestive representation (reproduced in
Figure 3.1) for opening up education using new educational technologies: learners become cocreators of course content, which is enlarged with OERs. Also the communication and collaboration
on social networks make possible the interaction with external learners and experts.
35
Educational approach
Conservatory approach
Main notion
Textbook, courseware,
additional material
Teacher's role
Student's role
Educational content
Instructor, knowledge
transmitter
Information, knowledge
receiver
Certified material, in
accordance with the
curriculum
Authors
Copyright
36
Quality check
Access
Services
Learning objects
Metadata
Instruments
Content management
Design, assembly,
transmission (one to many)
Unidisciplinary, not
integrated in a continuous
learning process; uniform
"The vision of open educational practice includes a move from a resource based learning
and outcomes based assessment, to a learning process in which social processes, validation and
reflection are at the heart of education, and learners become experts in judging, reflection,
innovation within a domain and navigation through domain knowledge" (OPAL, 2011).
Pedagogical
Type
No
1.
Characteristic
Open Educational
Resources
2.
Learners as content
co-creators
3.
Collaborative/
distributed
assessment;
Description
Course content extended with Open Educational Resources /
Open Access materials / MOOCs proposed by teachers,
learners and/or automatically recommended.
The content is not created solely by faculty members, but can
be collaboratively co-created by students enrolled in that
course.
Peer and collaborative/distributed assessment have to be
integrated, together with issues related to copyright,
ownership, security and privacy; optimizing and
37
4.
Technological
Social
5.
Learning Analytics
Interactions with
external learners and
experts
Collaborative
applications and
platforms
6.
Public PLE
7.
Time-persistency/
Retrieval
8.
Teacher
training/sharing
Learning Design
9.
Institutional
/administrative
management
features/privacy
assurance
Mobile Learning
10.
All these would mean to break the walls of the university amphitheaters and of the Learning
Management Systems toward collaborative platforms, external experts and learners, to use Open
Educational Resources and Practices.
Figure 3.2 is a use case for an Open Learning Environment following the principles stated in
Table 3.5.
38
39
Figure 3.3. Integrated LMS: Opening LMS toward collaborative networks (Hill, 2014)
3. Widgets Network: Integrating administrative and assessment LMS specific features in
general social networks, such as ROLE widgets integrated in Facebook or LinkenIn (Faltin
et al., 2013). This case could be a solution only for specific courses, thus there is a little
chance to establish continuous PLEs and learning or practice communities of
students/teachers.
13
40
4. Dedicated Network: Building dedicated learning social networks that host virtual spaces for
courses: NeoLMS (formerly Edu2.0) (Ivanova, 2009c; Ivanova and Popova, 2009),
LearnWorlds, attaCommunity (called the Facebook for learning), Edmodo or
ProjectCampus14 (a collaborative platform for group work, which integrates applications
such as Dropbox, Google Drive or Kaltura and can be connected with LMSs like Moodle,
Blackboard and Canvas). Such educational networks limit the possibility to interact with
external experts and learners, to activate on a large category of social networks, and also the
openness of the PLEs created by participants.
3.4.2. An Open Learning Environment based on Microblogging
Building the learning community on general/open social networks extends learning with
ubiquity and informal characteristics: connecting learning community with personal and business
network of a user makes user experience more live and dynamic supporting practice sharing and
exchange (Faltin et al., 2013).
In 2008, when we have started the research on Microblogging, this Social Media technology
was very new, with only a few applications in education; this has represented for us a challenging
domain to be explored.
Comparing the proposed characteristics of an Open Learning Environment (Table 3.5) with
those of an open microblogging platform, we can note that an environment based on microblogging,
one of the top Social Media technologies, offers the premises for:
communication and collaboration,
content sharing and co-creation,
mobile learning,
openness to Open Educational Resources,
connections with other Social Media platforms, and
time-persistency of content and portfolios:
An open microblogging platform:
with integrated learning management features,
with collaborative/distributed students' assessment and Learning Analytics,
with the possibility for teachers training and Learning Design sharing,
would become an Open Learning Environment, following the model proposed before.
Thus, we select microblogging as the base technology for the learning platform to be
developed.
In order to establish the requirements for designing an open microblogging platform the next
chapter will examine this technology.
3.5. Conclusions
This chapter is a state of the art of Emerging Educational Technologies and practicies,
presenting oportunities and challenges brought to opening up education.
We have identified the characteristics of an Open Learning Environment (Table 3.5), targeting
the emerging educational technologies/trends:
Mobile Applications/Learning
Open Content/Open Educational Resources/Open Educational Practices
Learning Design
Learning Analytics
14
41
Augmented Reality
Digital Curation
Massively Open Online Courses
Blended Learning/Flipped Classroom.
Having selected microblogging as the base technology for the learning platform to be
developed, the next chapter will examine this technologogy in order to establish the requirements
for designing such an open microblogging platform.
3.5.1. Contributions
The original contributions of this chapter are:
1. Identification and analysis of the emerging technologies, trends and theories in education,
together with a proposed classification of Social Media platforms and applications (Table 3.1
and Table 3.2). The findings were published in (Grosseck and Holotescu, 2011a).
2. A conceptual model for Open Learning Environments founded on the identified educational
technologies and theories, with characteristics divided in three categories: pedagogical, social
and technological.
42
4.1. Introduction
The Web, as a socio-technical environment, comprises various means of interactions, as well
as the social practices related to their use. In the online landscape structured on four axes of
interactions: communication, collaboration, creation and curation, the microblogging is seen as a
new social media revolution.
It is quite demanding to write about microblogging in general, and writing a comprehensive
study on its dissemination and pedagogical potential can present even more problems. Even if this
social media instrument has come into use only relatively recently (the first platforms appeared in
2006), more and more educators, practitioners and researchers worldwide are actively involved in
finding, testing and sharing educational uses for microblogging.
This chapter introduces the phenomenon of microblogging and presents the most relevant
options for educators:
What is a microblog / What is microblogging? What are the resources needed to create a
microblog and to explore the microsphere?
What can microblogging offer in terms of teaching/training, learning and researching?
Are microblogs educational instruments? How can microblogging be integrated into
pedagogical practices?
What are the theoretical principles (essential for guiding the integration of microblogs
into education) and what kind of best practice models are there?
If there is a blogology, the study of the social aspects of blogs, why could we not have a
micrology, as a pedagogy of microblogs, as well? Could this be the proper term for a
discipline dealing with the educational potential of microblogs?
The chapter is structured into two large sections that provide a general-to-specific approach of
both theoretical and practical aspects related to the microblogging features and architectures and the
impact of microblogs in the educational space. It is part of the first phase of the DBR approach
(Figure 2.3), having as aim to prepare the requirements of the open microblogging platform to be
developed.
43
44
As Passant et al. (2008) said, in the recent social phenomena of Web 2.0, Twitter is the
missing link between blogging and instant messaging.
4.4. Classifications
The format that is the closest to the microblog is the tumblelog, a less structured variant of a
blog. Accent is placed on the flow of thoughts, as the author concentrates his/her ideas in short
articles and adds colour to the content with pictures, music, videos, quotes and/or links. The main
characteristic of a tumblelog is logical inconsistency, without categories, taxonomies, comments or
even titles.
The first tumblelog ever created is considered to be Anarchaia.org, by Christian Neukirchen,
a place where the author intended to post quickly, without spending too much of his time, about
things that drew his attention. The most popular tumblelog applications are Tumblr and Posterous
(bought by Twitter in March, 2012).
Microblogging also provides the possibility to publish content in a multitude of formats,
which thus gives the first criterion for microblogs typology:
classic only text-format content (in the beginning Twitter being the classic example),
possibly including links;
photo a content published in image formats (DailyBooth, Ifotoyou);
video a microblog with content in video format (59sec-video);
audio a microblog with content in audio format (audioboo.fm, blip.fm);
linking/sharing short-URL services, for instance Delicious as a link compilation;
multimedia a microblog with content in multimedia format (Cirip.eu).
concept - posting topics and gather audiences opinions (Flipter); sharing emotions/feelings
(feelblogr, IRateMyDay.com), location-based service (PingGadget free conversation tool)
etc.
There are also specific digital regimentations according to:
The length of the message: there are variations when the message undergoes dramatic
simplification. Well-known is nanoblogging: the message consists of only one word. A
concrete example of a micro concept taken to the extreme is adocu. Although we fail to see
the interest presented by such an application, we nevertheless try to understand its
usefulness: that of super-synthesis, an in extremis concentration of ideas. Users can
basically write as many characters as they wish, but they cannot use spaces.
The device: for instance mobile-only (qik).
The social presence services. Social networking sites such as Facebook, MySpace or
LinkedIn include a microblogging feature as status update20.
The target group: educational-scientific community included (Edmodo, Cirip.eu,
ScienceFeed), organisational (Yammer, Swabr an Enterprise Microblogging Company
from Germany).
The content: corporate, news (CNN), educational, broadcasting, brand (Pepsi), marketing,
artistic, spammer, non-profit, etc.
The user: personal, multi-author, community we can consider them niche microblogs
(twingr).
The language / country: Weibo in China.
The openness of platforms (an open source microblogging platform is identi.ca).
Thus, premises for the appearance of new series of applications / current concepts were
20 There are also location-based services (that identify and publish a person's location), such applications being
Plazes, Foursquare, or Hotlist (the location has a status component too, for sharing information about user's current
activities).
45
created, such as micro-media (for example blogs about the lifestyle in different countries), micronews (opinions of the digital landsmen about subjects of interest or notes about ongoing worldevents), micro-health (for example timeline of a person or population health in certain moments
and/or places) or micro-learning (micro-perspectives in the context of education learning, treaning
and researching). Thus, an entire array of terms have been developed based on the micro- particle:
micromessaging, microsharing, micromedia, microformats, microlinking, microcontent, etc.
(therefore the issue became a subject to be studied from a linguistic point of view, too).
Once they have been engaged in the microblogging phenomenon, many users decide to use
social aggregation services such as FriendFeed or Profilactic, which actually focus on the
quantitative side of users profiles (i.e. managing several accounts) as a premise for the qualitative
analysis of their virtual identities. The virtual identity built on various sites is collected via a
pseudoblog containing the news related to a user from the social networks on which he/she owns
accounts or from suggested URLs/RSS feeds. There is also a flipside: for instance there are
applications that sends micro-posts to many social networks.
46
profile).
Microblogging offers a way to get past Dunbars number of 15024 (Dunbar is suggesting that
150 is the limit of the number of people we can be heavily engaged with, and this is limited by the
capacity of our brain): on average, a twitterer follows 170 users and has 115 followers; the online
interaction depends on cultural specificity: Brazil has the highest online friends number average
of 481 per user, while Japan has the lowest number just 29 friends per user25. The
interaction/sharing experience on Twitter, and on microblogging platforms in general, can be called
ambient intimacy: "being able to keep in touch with people with a level of regularity and intimacy
that you wouldnt usually have access to, because time and space conspire to make it impossible"26.
Posts can be classified by using hashtags, and you have the option to view either worldwide
trends or local trends, based on your phones location (section #Discover of a user's profile). Users
can retweet or favorite tweets. Hashtags and retweets, now platform core features, were originally
conventions adopted by twitterers, which were later formally implemented by the Twitter staff.
Already a fabric of our digital culture, Twitter is now ingrained in our digital DNA and is
reflected in our lifestyle and how we connect and communicate with one another. Twitter represents
a promising intersection of new media, relationships, traditional media and information to form one
highly connected human network.
(Brian Solis, 2012)
The numerous mashups based on Twitter API have an important contribution to this
platform's popularity, together with the possibility to follow and interact with people worldwide and
to be updated with what is happening around the globe, thus overcoming geographical, economic or
political barriers. For example, tops may be made according to the number of followers or
retweeted posts, such mash-up applications being Tweepz, Twitaholic or WeFollow.
Among the minuses there is the impossibility to create groups, which would preserve the
whole history of interactions between members and private groups would assure privacy, important
in educational settings. A partial solution for groups are the lists, which were implemented in 2009:
a list aggregates together users, a complete tweet stream for everyone appearing on the list's page. A
user can create lists including not followed users and can follow lists built by other users. Another
minus was the search history of four days, too short for some types of applications, such as
following a topic or the reactions to an event, a limit introduced in 2010, but eliminated in 2013.
On March 12, 2012 Twitter acquired the well known mobile blogging platform Posterous, so
innovations in Twitter sharing and mobile features were expected to appear. Instead of these,
Posterous was shut down in April 2013.
The Twitter architecture should support the health, reliability, and scale of the network of
this open, real-time introduction and information service27. Initially built on Ruby on Rails, the
centralised architecture of Twitter has moved to Java in 2011. The core operating system is Linux,
and the database is MySQL. Each tweet is given a unique ID by using a program called
snowflake28, and its geolocation data is noted by Rockdove; after being checked by a combination
URL shortener and spam detector called t.co, the tweet is stored in MySQL (Vaughan-Nichols,
2012). In 2012 Twitter has joined The Linux Foundation: "Twitter's philosophy is to open-source
almost all things", declared Chris Aniszczyk29, open-source manager at Twitter.
24 Note Dunbars Number has limited relevance to social media
http://thefutureplace.typepad.com/the_future_place/2011/06/dunbars-number-has-limited-relevance-to-socialmedia.html
25 Note 99 New Social Media Stats for 2012 http://thesocialskinny.com/99-new-social-media-stats-for-2012/
26 Note Ambient Intimacy http://www.disambiguity.com/ambient-intimacy/
27 Note The Twitter Platform http://blog.twitter.com/2010/05/twitter-platform.html
28 https://github.com/twitter/snowflake
29 http://twitter.com/cra
47
A proposal about the addition of meta data to tweets, called annotations, was described in
2010, but has not yet been implemented. The annotations would be a solution for the platform
semantics, that would represent a new sandbox for Semantic Web applications. With a maximum
size of 512 bytes, each annotation adds three new fields to those a tweet already has (authors,
timestamps, replies, locations30): a namespace, key and value - and each tweet can have one or more
annotations31.
Concerning the educational area, a huge amount of academic papers related to integrating
Twitter in teaching-learning process have been written, starting with the pioneering period 20072008 (Java et al., 2007; Grosseck and Holotescu, 2008). Additionally conferences, courses and
workshops have been organized on this topic. Today a growing number of teachers, students, other
educational actors, universities, schools, or scientific events have an identity on Twitter.
Twitter is a good tool for jumpstarting large-scale educational reform, it enables easy
access to educational visionaries from all over the globe, and highlights where government policy is
hopelessly inadequate across the world."
(Justin Marquis, 2012)
The 2010 Faculty Focus survey of nearly 1,400 US higher education professionals found out
that more than a third (35.2%) use Twitter to share information with peers, as a real-time news
source , to communicate with students and as a learning tool in the classroom (Faculty Focus,
2010).
The study of Junco et al. (2011) demonstrated that, in order to have impacts on real-world
academic outcomes, namely student engagement and grades, Twitter usage has to be designed and
facilitated by the faculty in order to support the seven principles for good practice in
(undergraduate) education (Chickering and Gamson, 1987):
(1) student/faculty contact: contact congruent with students' digital lifestyles to be provided;
(2) cooperation among students: students ask each other questions, provide emotional
support to each other, and create and schedule real-world study groups;
(3) active learning: assignments should help students relate the course material to their own
experiences both inside and outside the classroom;
(4) prompt feedback: not only for their assignments, but also for other questions and issues
they could face;
(5) emphasizing time on task: based on the Twitter stream, discussions and learning
community building could continue outside the classroom and also after the course end date;
(6) communicating high expectations: in students' academic work, learning projects, and
out-of-class activities;
(7) respecting diversity: different learning styles, also encourage students who otherwise
may not be active participants in class, to participate online.
Thus, based on their experience using Twitter with their online students, Dunlap and
Lowenthal (2009) offer the following five guidelines:
(1) establish relevance for students
(2) define clear expectations for participation
(3) model effective Twitter use
(4) build Twitter-derived results into assessment
(5) continue to actively participate in Twitter.
Following these guidelines, the Twitter based learning community helped students attend
cognitive presence: "interacting with teachers and other professional practitioners in Twitter, the
students constructed meaning through sustained communication", while faculties for teaching
30 Map of a tweet http://elmack.files.wordpress.com/2010/04/30146338-map-of-a-tweet.pdf
31 Note Twitter Annotations are a big deal http://www.mmmeeja.com/blog/semantic-web/twitter-annotations-rdf.html
48
presence: "the teachers clearly engaged in interactions with students via Twitter attend to
instructional management issues and students knowledge building" (Junco et al., 2011).
Definitely, all these principles could be applied when other microblogging platforms are
used.
4.5.2. Edmodo
Launched in September 2008 and built on a microblogging model, Edmodo is basically a
private online social platform designed specifically for teachers and students to share ideas, files,
events and assignments.
Teachers can publish assignments, receive and grade them when completed, maintain a
class calendar, store and share files, conduct polls and quizzes, and send SMS alerts to students.
Students can easily follow the class stream and see a summary (teacher commentaries included) of
their grades on all assignments (Nevas, 2010).
Edmodo is very good especially in the Elementary grades because it provides a walled
garden that the teacher can supervise and the students can begin to learn about the internet in
relative safety. It is set up and owned by the instructor, but the students add content, fulfill
assignments and can even see the class schedule and chat with friends. One downside of this
technology is the fact that it is teacher-owned and operated. (Williams, 2011)
In March 2012, an API was released, already other applications being connected with
Edmodo32.
The service is free and gained an important popularity, having more than 46 million users in
January 2015, who integrate it in the teaching-learning process33. In a top of Learning Management
Systems published at the end of 2012 (Capterra, 2012), Edmodo is in the second position, between
Moodle and Blackboard, which demonstrates the popularity gained in only a few years by this
microblogging platform, while the other two LMS had more than ten, respectively 15 years to
consolidate their positions in the market.
Case studies on educational uses of Edmodo can be found in a special section of the site34,
and in many presentations on Slideshare (Giacomantonio, 2011), some of the most interesting
being:
Conduct a live online Socratic seminar at an appointed date and time outside of school
classes. Open the session to everyone willing to join and send invites, reading links and
topic to colleagues and students at school;
Groups can be formed for common study of materials, pen pals, reading groups, current
events;
Differentiation - use the small group feature to move students into and out of groups based
on readiness and other factors and deliver appropriate questions to each small group. Its
very easy to move students into and out of small groups so that no one is stuck in a group
he/she doesnt belong;
Embedding presentation tools (glogster, Pixton Comics, voki, animoto, prezi, voicethread,
word clouds);
Coaches and sponsors can use the calendar for important dates/ matches/ meets/ games/
practices. If a practice is cancelled or moved students will receive an immediate notification
text message;
Encourage students to read and help to make their reading experience more engaging within
32 Watters, A. (2012b). Edmodo makes the move from Social network to Educational platform, blog post retrieved from
http://hackeducation.com/2012/03/06/edmodo-makes-the-move-from-social-network-to-education-platform/ on March
12, 2012.
33 Edmodo start page http://www.edmodo.com
34 http://blog.edmodo.com/2011/07/06/ideas-for-using-edmodo-add-yours/
49
Research papers have been also written on the topic of Edmodo: Nevas (2010) attempted to
answer to the question How can the Edmodo microblog increase student engagement and
performance through collaborative learning tasks?, while Holland and Muilenburg (2011)
described a study in which students participated in literature discussions on Edmodo, their initiative
being encouraged and supported by reciprocal teaching strategies.
4.5.3. Plurk
Opened in May 2008, by a company located in Canada, Plurk35 has a unique, relaxed and
intuitive interface, showing updates, called plurks, in horizontal form through a scrollable timeline,
which can be clicked and dragged left and right to reveal more dates.
Plurk is described by its implementation team as: a really snazzy site that allows you to
showcase the events that make up your life in deliciously digestible chunks. Low in fat, 5 calories
per serving, yet chock full of goodness.
Sent online or through instant and text messaging, plurks can contain media such as videos
and images and also qualifiers, which are color coded verbs used to represent a though.
The Karma system, a metric for peoples activity, encourages participation and continued
conversation; more options and features are made available when Karma increases.
"Like" and "Meh" buttons let users vote on statuses.
Plurk is most popular in Philippines and Taiwan (Narkhede et al., 2010).
An exploratory study on Plurk user behaviors categorized plurkers into four types: reality
shows, mood bulletins, kiosks and propaganda vehicles (Tu et al., 2011).
The features to group friends in cliques with whom to share plurks and threaded
conversations are useful for educational settings.
Many educators are using Plurk in their activity and there are some active communities of
edu-plurkers36.
Plurk has interesting educational uses: the platform was used in an university course as an
artificial intelligent software agent, so-called plurk robot; the activities carried out during the course
included teaching, team-working, planning, designing (hardware and software), testing, debugging
(or problem-solving) and applying (Shen, 2010).
4.5.4. Yammer
Yammer37, asking What are you working on?, originally launched in September 2008 as
an enterprise microblogging service, evolving to an enterprise social network, which has now more
than seven million users38.
Its many educational uses are facilitated by characteristics such as: public and private
groups, replies and threaded conversations, file and photo attachments, knowledge bases search,
events, polls, and questions applications, also Twitter and Microsoft SharePoint integration
35 http://www.plurk.com
36 Edu-plurkers communities at http://plurk4educators.com and http://groups.diigo.com/group/plurking-educators.
37 http://yammer.com
38 Blog Note How many people use the Top Social Media, Apps & Services?
http://expandedramblings.com/index.php/resource-how-many-people-use-the-top-social-media
50
(Beliveau et al., 2011; Loh, 2011). Yammer was bought by Microsoft in June 2012, enabling users
to work collaboratively on Microsoft Office documents and to use Yammer features in a SharePoint
Server 2013 on-premises deployment (Microsoft, 2013).
According to Yammer CEO David Sacks, in October 2011 1,692 of more than 100,000
organizations using Yammer are in the educational industry, most of the participants being graduate
students (Wecker, 2011).
Yammer is unique because it allows schools to expand problem-based learning (PBL)
opportunities, where students look up answers to questions and share information with the group,
rather than memorizing lectures. This can be seen as the "brass ring" for teaching problem solving
skills to health professionals (Wecker, 2011).
Yammer proved a flexible environment for a Community of Practice (CoP) about
Information and Communication Technology, at Charles Sturt University, Australia, supporting
blended learning in the light of social presence and organisational culture (Uys, 2010).
It's worth to mention here Sharetronix39, a platform similar with Yammer, which is available
as an Open Source implementation40.
4.5.5. Identi.ca
Identi.ca41 is an open source microblogging service, started in July 2008, which provides
many features not currently implemented by Twitter, including XMPP support, export and exchange
of personal and friend data based on the FOAF standard, trackbacks, native video playback,
OpenID and groups, making the platform an interesting choice for collaboration.
Identi.ca is the first service to support OStatus (formerly OpenMicroBlogging) specification,
an open protocol allowing different microblogging services to inter-operate and people on different
social networks to follow one another (Van Buskirk, 2009). OStatus comes to support decentralised
architectures, important fundamentals of the web, which were generally neglected by
microblogging applications.
Although there arent so many references in literature, identi.ca has gained success in the
higher education sector, see for example the group Women in Higher Education42.
Moreover, a study conducted by Ebner et al. (2010) at University of Graz, Austria, aimed to
investigate the use of microblogs, in particular an implementation of Identi.ca in Higher Education.
The following research questions were addressed:
How are students using microblogging in the context of their course?
Can public and individual timelines using microblogging be used for documentation in the
sense of process tracking by timeline (process-oriented learning)?
Does microblogging foster informal learning?
The researchers analyzed college students' use of microblogs during a course in order to
explore their pedagogical affordances. The results of this study led to the conclusion that
"Microblogging is the opportunity to be a part of someone elses process by reading, commenting,
discussing or simply enhancing it, supporting process-oriented learning by a constant information
flow between students and between students and teachers."
4.5.6. Twiducate
Twiducate43 was launched in 2009, as an educational private social network, having almost
39
40
41
42
43
http://sharetronix.com/
http://developer.sharetronix.com
http://identi.ca
http://identi.ca/womeninhighered
http://www.twiducate.com/
51
170,000 users in January 2015. Even if Twiducate founders are K-8 teachers and the platform was
primarily designed for the pre-university system, it is used in Higher Education settings too (Luo
and Gao, 2012).
The platform is a safe collaboration tool for teachers and students: in class groups they can
post discussions, deadlines, homeworks and quizzes. Images, links (class bookmarks), videos and
documents may be embedded in notes.
A founder pointed out: "Twiducate started as a means to teach students the value and
importance of online privacy. It is also meant to be a new medium for teachers to promote critical
thinking, provide feedback and allow students to collaborate on their work in a microblogging
format. The value for teachers using Twiducate is that the content is private and students never have
to enter an email address."44
Chat is a feature provided by this platform, not found on the others presented here:
Twiducate Chat is excellent for developing metacognitive skills and encouraging your students to
learn from other students (Coles, 2011).
4.5.7. Other Microblogging Platforms
For the current microblogging platforms, the following problems were identified that
prevent the exploitation of this technology to its full potential (Passant et al., 2010; Cheong and
Ray, 2011; Penela et al., 2011; Smith et al., 2012):
centralised architectures which may cause performance bottlenecks, single points of failure
and malicious attacks; thus, decentralised solutions would improve the robustness,
scalability, availability and reliability of the micro-services;
lack of machine-readable meta-data about posts (creation date, author, recipient, etc.);
Twitter has adopted microformats for describing followers (and subscribers) lists, but more
information is require to efciently use meta-data;
lack of semantic in microblog posts, which do not carry any semantics, making their
querying and reuse and the building of any kind of intelligent system on top of them quite
difcult; the #hashtags semantics are not a complete solution, being only channels of
communication and providing a context for the conversation;
information overload because the stream available for a user doesn't take into account his or
her current context;
issues of seamless access, ownership, and control: the competition and lack of integration
among the micro-sharing services lead to the need for the user to fragment his or her own
data into each of these "silos"; once the data has been handed over, the user has little control
over the way it is accessed and visualised, how or where it is stored, and with whom it is
shared or disclosed.
A few microblogging implementations that address these issues are presented in what
follows.
a. Cuckoo is a decentralised, socio-aware microblogging system, built on a hybrid overlay
structure, in that it utilizes peer-to-peer techniques to reduce bandwidth and storage consumption
for the server side based, thus providing scalability and reliability (Xu et al., 2011). Also, a Cuckoo
client maintains the social information and takes advantage of social relations such as friend,
neighbor, follower and followee. For designing Cuckoo, the authors used a 20-day Twitter
availability measurement and evaluated the prototype based on a trace-driven emulation of 30,000
Twitter users. Compared to the centralised approach, Cuckoo achieves 30-50% server bandwidth
44 Blog post http://blog.sagrader.com/2010/01/25/twiducate/
52
savings and 50-60% CPU load reduction, while guaranteeing reliable message delivery, so it
provides good performance for microblogging both as a social network and as a news media.
b. SMOB - Semantic MicrOBlogging - is a distributed and decentralised microblogging
system that relies on (Passant et al., 2010):
ontologies, used to dene common semantics for representing microblog posts:
Semantically-Interlinked Online Communities45 (SIOC) for expressing social data, Friendof-a-Friend46 (FOAF) for dening people, their main attributes and their social
acquaintances, Online Presence Ontology47 (OPO) for describing a users presence/context,
and Meaning Of A Tag48 (MOAT) to model semantic tagging capabilities;
distributed hubs, spread across the Web and used to publish data, exchanging information
(posts and follower / following subscriptions) based on the previous ontologies;
interlinking components, making microblog posts interlinked with other resources on the
Web
faceted presence, so that one can browse status messages corresponding exclusively to his or
her current context.
c. WebBox is a system that supports decentralised and privacy-respecting micro-sharing,
using existing Web standards (Smith et al., 2012). Unlike existing centralised sharing platforms
where data and applications are inextricably tied, on WebBox data can be used by multiple
applications and services and shared directly among peers: user's data can be managed in a single
location, this leading to easier management and reducing fragmentation and redundancy across sites
and services. WebBox exhibits the following key features:
fully-decentralised - each person runs his or her own WebBox, eliminating the need for
central servers;
flexible data representation - shared data can represent any structured data, including future
applications;
granular sharing data - resources can have different granularity, they may also be shared
with individuals or with groups;
secure authentication and personal privacy the system is able to control where data is
stored and with whom it is shared;
Web-based critically - standard Web protocols are used to make it easy to integrate with
existing environments and software.
d. miKrow is an intra-enterprise semantic microblogging tool that allows its users to share
notes expressing what are they doing/working. Each time a user posts a new note, some related
content is offered, taking into consideration the semantic similarity between texts and context
(location) (Penela et al., 2011). miKrow has two main components, a semantic engine and a
microblogging engine, for which Google's Jaiku microblogging platform has been used and
extended. The semantic engine of miKrow implements the semantic indexing and search:
semantic indexing - when a new status message is posted, its content is analyzed and
included into a message index (status repository), allowing future retrieval; similarly, a
repository of expert users (experts repository) is populated by relating the relevant terms of
the message with the particular author;
semantic search - two searches are launched and performed in the background when a new
45
46
47
48
SIOC http://rdfs.org/sioc/spec
FOAF http://xmlns.com/foaf/spec
OPO http://online-presence.net/
MOAT http://moat-project.org/
53
message is posted; the search on the status index returns semantically related status; also, the
search on the experts index returns semantically related people, such as other co-workers
with experience on related areas.
54
component, we become more human, more polite, more available and visible for social
activities.
Exploring collaborative writing: Microblogging promotes writing as a pleasant activity,
enhances the students written expression skills, those for lecture, offers students the
chance to pass from personal writing to public writing (evocation, realizing sense,
reflection).
Collaboration between schools, universities, countries: pupils, students, teachers share
ideas, experiences, projects by social learning.
Instrument for evaluating opinions. Used in the academic environment, microblogging
applications develop, stimulate interactions on a certain topic, allowing the expression of
ideas and feelings related to a situation or a life experience.
A viable meta-cognition platform: a way of thinking about ones own way of thinking /
learning / understanding.
Support for conferences or other events (learning sessions, workshops): a very simple
way for the participants in a scientific event to share thoughts about a certain session and
the activities taking place during it, being thus useful for those who cannot participate,
but also for future reflections.
Building a Personal Learning Environment (PLE) / Personal Learning Network (PLN)
for each registered user or accordingly to Howard Rheingold (2011): 'it's not just about
knowing how to find experts, co-learners, but about exploration as invitation to
serendipitous encounter'50.
Research and dissemination tool: Microblogging proved to be one of the most popular
tool used in a professional research context (see the next section). Twitter together with
Skype, Google Docs, and YouTube (CIBER, 2010) are used intensively both 'to share
information with peers' and 'as a real-time news source', being the most common
activities of teachers (Faculty Focus, 2011).
55
56
can be addictive;
(sometimes) no social / educational value;
teachers are being on-call virtually 24-7 and students can intrude into his/her private life;
in classroom situations is better to have a private account (also students have to be warning
and encouraging their anonymity and thoughtful postings otherwise);
'creates poor writing skills and could be yet another classroom distraction's (Faculty Focus,
2011).
Regarding the research, the disadvantages, barriers or limits of integrated microblogging can
be included into one of these categories:
Ethical dilemmas: authority; coping with a large amount of information; the level of
acceptability to collect, archive and analyze data from the stream; 'authenticity of crowd
sourced information' (CIBER, 2010); intellectual property rights; new forms of peer
review and approval, such as retweeting (for e.g. resending messages without giving
credit); social citation sharing; trust etc.
Concerns about quality: quality of ideas / information / assurance (poor studies, no
substantial academic / scientific values; banality); drain on resources; too time
consuming; reliability and expertise of microbloggers; disorganized information
(sometimes a chaotic stream); common language (the human chemistry is all adrift); poor
linguistic conventions (for e.g. difficulty of writing a math formula); limited
communication options (short messages - only the length of a SMS); week feedback etc.
Security and privacy concerns: information overload; noise; spam; juxtaposition with the
personal life; confusing in following too many interactions; uncertainty of the identity of
sender; plagiarism, lack of a code of microblogging ethics etc.
In order to actually reach the previously mentioned results and to limit the bad points, a well
planned usage of microblogging in the teaching-learning process we suggest as necessary: the
description of educational objectives, the orientation of education according to certain concrete
landmarks, the construction of efficient learning situations, the planning of adequate evaluation
tools.
4.6.5. Challenging advantages
Our previous experience (Holotescu and Grosseck, 2010) in integrating microblogging in
the academic courses enabled them to notice the following aspects related to students:
Development of written communication skills and especially multimedia skills (in a variety
of forms and contexts).
Creativity and intellectual curiosity openness and receptivity to the new, communicating
ideas, different perspectives on current technological reality (and not only).
Information and media skills creating information in various forms and environments.
Since students are offered managerial attributions in connection to their own learning, the
degree of their personal and social responsibility is thus improved.
Capacity to adapt.
Development of critical and systemic thinking.
Demonstration of interpersonal and collaboration skills through team-work, adapting to
various roles and responsibilities.
Identifying, creating and solving issues.
Auto-formation during courses we noticed the maintenance of a competitive spirit among
participants.
Entertainment (as a function of sensory stimulation). It is known that each online learning
activity should include an entertaining component, which also facilitates learning in the real57
world context.
On the other hand, the benefits of using microblogging for research purposes can be
clustered in the following types:
Collective Intelligence: communication; collaboration with a wider audience of specialists,
sharing ideas and perspective, interdisciplinary research; collecting / surveying / filtering
data and resources.
Ambient Intelligence: visibility and validation of projects, results, professional portfolio,
recognition.
Extension of the PRN Personal Research Network: building and engaging (in) a relevant
community of scholars / of practice, beyond geographical, cultural and linguistic barriers;
mentoring colleagues; transfer of knowledge between researchers; help in problem solving;
build networks to support research (and researchers career); access to OERs and
collaborative applications.
Managing the researchers projects: research publishing; tagging contents; getting notified
using RSS feeds.
Developing as a researcher: improving digital and professional skills and competencies
help for academic career.
4.7. Conclusions
Microblogging is here to stay: as an effective tool for professional development and for
collaboration with students and peers, that can change the rules of the teaching-learning process and
models good pedagogy responsive to student's learning needs and challenging teachers to revisit
their roles as educators. It also incorporates innovative characteristics or allows for mash-ups
identified by the Horizon Report 2012 as emerging technologies likely to have a large impact over
the coming three years in education around the globe: cloud computing, mobile and tablet
computing, social reading, adaptive learning environments or augmented reality (NMC Horizon
Report, 2012).
For the time being, microblogging is a source of intellectual optimism, a fact of life, which
will increasingly become a fact of learning at all ages and levels of education. Thus, the current
debates on whether or not to introduce microblogging into (higher) education are useful but
ultimately worthless without experience, creativity and innovation the desire to think of the
educational process in completely new terms. We also hope that the present chapter represents an
invitation to future reflections and studies for reviewing, expanding and validating the theoretical
basis of using microblogging by all educational actors.
The existing open/general microblogging platforms such as Twitter or Identi.ca offer the
characteristics of communication/collaboration and ePortfolio visibility, but those for courses'
privacy or history (groups) are missing.
The educational microblogging platforms such as Edmodo or Twiducate, which integrate
group and LMS features, do not offer the possibility to interact with external experts, nor to built a
public PLE.
As part of the first phase of the DBR approach (Figure 2.3), the features, architectures and
educational usages of the platforms highlighted in this chapter are used in formulating the
requirements of the educational platform, presented in Chapter 6, for mapping the proposed Open
Learning Environment model.
4.7.1. Contributions
A comprehensive analysis of the features, uses and architectures of educational microblogging
platforms was presented in this chapter and published in (Holotescu and Creu, 2013).
58
5.1. Introduction
As part of the first phase of the DBR approach (Figure 2.3), the aims of the study presented in
this chapter are:
to gather information on ways in which Romanian academic staff are adopting new
educational technologies and applications;
to find out best usages;
to identify expected features;
to examine policies related to new technologies use in Romanian education.
The findings have been considered in formulating the requirements for the educational
platform, presented in the next chapter.
Method
59
Where Other includes respondents who are in non-academic positions such as librarians,
admission officers, trainers/instructors, doctoral candidates or master students, etc.
While at first glance the results suggest that the categories were not comprehensive enough,
we tried to cover all disciplines ranging from mathematics to medical sciences:
almost half of the respondents (43%) aligned themselves with the exact sciences disciplines
(i.e. mathematics, physics, biology, informatics, engineering, earth sciences),
24% (19) identify themselves as aligned with a discipline of social sciences (psychology,
education, social work, political sciences),
13% are related with medical domain,
8 persons are humanistic oriented (foreign languages, philosophy, journalism, law) and
only 8% are in the economic area (management, marketing, human resources, public
relations, administrative issues etc.).
We didnt take into consideration some demographic characteristics such as: how many
years a member staff worked in higher education, the type of institution (college/university, public
or private), size of the organisation, tuition / without fees etc. - these issues will be addressed and
detailed in a future research.
b.Social Media accounts profile
A second group of questions collected data about the specific Social Media platforms on
which the respondents are active, how they use them and what are the benefits and limits
encountered.
On most Social Media platforms:
90% of users are passive lurkers who never contribute,
9% are active lurkers who reshare or comment,
while only 1% are content creators or co-creators (Nielsen, 2006).
Do Romanian educational actors follow this Social Media Engagement Rule?
The question How do you use the following Social Media? refers to the use only for
documentation or also for content creation of a large area of networks and Social Media platforms.
60
The analysis of these large categories, constituting an original classification of Social Media
networks and applications presented in Chapter 3, makes an important difference between our
investigation and other studies (Faculty Focus, 2011; Moran et al., 2011).
Table 5.2. Social Media Usage
Social media networks and applications around
content used for
Documen
tation %
Not a user
%
22
14
19
Post
notes/
content
%
44
6
29
10
68
22
28
48
24
10
46
23
43
67
11
29
49
22
10
22
10
39
80
39
32
56
13
18
76
13
84
6
24
44
9
24
34
85
52
22
15
85
34
80
52
Almost all respondents are aware of the large categories of platforms, for documentation
only or also to post notes/content (Table 5.2). The most popular seems to be those for multimedia
content sharing:
video 89% of responders declared that they use such platforms,
documents/books - 88%,
image 78%,
and in all cases at least half post content.
The large interest for the documents/books sharing (88%) and presentation sharing platforms
(61%) has confirmed the social reading trend in the 2012 Horizon Report in higher education.
However, we can note that the platforms for podcasting and audio sharing are at the opposite pole
61
content, a percentage much higher than 9% for active lurkers and 1% for creators. But before
concluding that the Romanian educational actors are breaking the Social Media Engagement Rule
(Nielsen, 2006), we should not forget that the questionnaire responses were received from active
users who wanted to get involved in this research approach.
Table 5.3. Platforms for Communication/Collaboration/Location-based
Do you use the following Social Media for
communication/collaboration/location-based?
Groups (Groups.Google.com, Groups.Yahoo.com, Ning.com,
Meetup.com)
Forums/Spaces for discussions(phpBB.net, Quora.com, Disqus.com)
Location-based (Foursquare.com, Yelp.com, Zvents.com)
Augmented reality (Layar.com, Wikitude.com, Zooburst.com)
Virtual worlds/Social Games (Secondlife.com, Playdom.com,
OpenSimulator.org)
IM (YM, GTalk, Jabber, Skype)
Number
Percent
71
90
26
8
6
7
33
10
8
9
53
67
62
If the groups or IM tools, which can be considered as Web 1.5 applications, are used by a
large majority (90% and 67% respectively), the new discussions applications, such as Quora or
Disques, appear familiar for only 33% of respondents, location-based for 10%, augmented reality
(AR) for 8% and virtual worlds/social games for 9%. This figures can be correlated with the issue
that the experience in integrating such tools in education is lower, also with the fact that the
applications for location-based and AR are mobile we'll see that a relative low percentage of
educators use mobiles or tablets/ipads.
At the question What other Social Media tools/categories do you use? even if only a few
answers were received, they are very interesting and worth to be mentioned: collaborative graphs
and infographs, desktop sharing applications (BeemYourScreen), eLearning platforms (Moodle,
Sharepoint) with Social Media features, platforms for social learning (Schoology), for project
management (Basecamp), or for software engineering (GitHub).
Table 5.4. Are the following statements true for you?
Statements related to Social Media
Yes
(%
)
46
15
No
(%)
30
27
43
15
24
61
34
30
35
15
37
48
30
66
28
37
Almost half of the respondents access Social Media platforms using mobile phones, while
only 15% are equipped with tablets / ipads. A third (28%, respective 37%) seems not to be
interested in using mobiles or tablets / ipads for this purpose.
The percentage of teachers (30%) who evaluate the activity of their students on Social
Media platforms is very close to that of teachers (34%) coming from institutions which encourage
and support the use of Social Media by teachers/students/pupils. However, we can note that the
institutions of only 15% of responders assess their activity on Social Media platforms or have
specific policies related to Social Media usage.
Even if only one third of educational actors became familiar with Social Media during a
course, workshop or project, a very low percentage (4%) are interested to participate in such a
training.
c.Practices and reasons for Social Media usage
A breakdown of educational actors awareness in using Social Media in different activities
appears in the following table.
63
Table 5.5. Do you use Social Media for the following activities?
Yes I have
Not yet, but Im aware of
No
used
it
didactical activities
61%
18%
22%
research activities
58%
20%
22%
professional development
78%
11%
10%
personal development
78%
8%
14%
The greatest percentage (78%) are using Social Media for professional and personal
development, while high percentages are also for those who use such tools for didactical activities
(61%) and research activities (58%). We can say that there is a true adoption of Social Media in all
the domains of the educational process, the rate being much higher than that concerning only the
specific technology of microblogging (Freire and Brunet, 2010).
The survey showed there is a relative small group of educators (10-22%) who believe that
Social Media has no place in education.
Regarding the mode of communication and collaboration (At which level of communication
and collaboration do you use Social Media?) we see that Social Media are a medium used at all
levels, with peers from their own country or abroad, by around two third of responders. Again the
percentages are much higher than those for microblogging, which still has a narrow adoption
(Grosseck and Holotescu, 2010), the same note is available for the next question too. What seems
surprising here is that the lower level of own department/faculty (with the highest f2f interaction) is
the one where Social Media tools are highly used, by 77% of responders.
Activities
Number
52
47
49
61
Percent
66%
59%
62%
77%
The following table includes what our study have been revealed regarding the most common
types of uses of Social Media by scholarly community.
Table 5.7. Contextual conditions in which scholars use Social Media
Activities
Number
Searching news, academic content
70
Dissemination of own results, articles, projects, presentations
49
Inquiring/research (reviewing literature, collecting/analyzing research
52
data)
Personal / Professional Communication / Collaboration
65
Networking for professional development
36
Building a community of practice
24
Building a learning community with students enrolled in formal
30
courses
Participating / following different scientific events (as a real time news52
source)
Percent
89%
62%
66%
82%
46%
30%
38%
66%
64
The findings indicate that Social Media usages by educational actors are:
Search for scholarly content - the highest percentage of responders (89%) are looking to
discover news, ideas, experiences, articles and projects.
Dissemination channels for promoting own results / articles / projects or presentations appreciated as being powerful by 62% of respondents.
66% say that Social Media tools are important in reviewing the literature, collecting and
analyzing research data.
Sharing professional experiences online, communicating scholarly ideas, collaborating
with peers or with networks of stakeholders are favorite activities for 82% of users.
Building a network of contacts for research opportunities, for finding sponsors or for
reaching fellow specialists was indicated by 46% of the responders.
Less than one third (30%) appreciate the power of sharing, skills development or
knowledge creation by building communities of practice.
A percentage of 38% shows a low interest in building learning communities, student
centered. Thus we can say faculty members are (still) unprepared to integrate Social
Media in their courses.
Nowadays following presentations, livestreamings, videos and posting from scientific
events is a common practice, adopted by two third of responders (66%).
The questionnaire has also two open-ended questions asking respondents to list / to identify
main advantages and constraints to uptake when using Social Media in higher education. Almost all
the respondents share their impressions, which ranged from positive general comments to negative
remarks, like I think Social Media are very useful for communication and collaboration to I just
dont get it.
Although Social Media redefines the relation between technology and education, using it in
academic courses does not represent an easy teaching / training / researching and learning method.
It implies a sum of efforts, and especially knowledge of these technologies, with both benefits and
limits.
Advantages expressed by participants (some of them are listed in the respondents own
words):
accessibility and ease of usage (anyone can create a blog or a YouTube account in just a
few minutes), including mobile Social Media devices and applications (smartphone,
tablets, qr-codes, augmented reality etc.);
cost reduction (low educational marketing costs) most Social Media sites offer access to
services, information and the community free of charge;
flexibility, transparency and autonomy of applications;
educational recruit ability in social networks; the results support what (Barnes and
Lescault, 2011) study documented: higher education institutions are using especially
social networking sites, not only to recruit but to research prospective students;
changing teachers attitudes towards using Social Media in academic courses (taking
academics out of their usual comfort zone);
engaging / enriching / empowering students interactions and participation through the
use of Social Media in academic environments;
collaborative characteristics / features which erase the barriers between formal and
informal/non-formal learning;
establishing relationships and conversations among teachers, students, professionals,
researchers from different institutions;
facilitating learning through personal learning networks / environments (peer-to-peer
learning and mentoring);
social interactions in communities for learning, practicing, as well as professional ones
65
in academia it is necessary to repeat the study at least for several years to provide a longitudinal
look at adoption of Social Media by colleges and universities.
To summarize: Could Social Media be a main communication / collaboration / sharing
channel in the Aula? Or does it rank low among other online applications/platforms? Do we know
which Social Media tools / applications are most used by faculty members? Which are the most
popular within teachers communities? And how are they used: for continuous exchanges of
information with their target audience? for communicating? for obtaining feedback on students or
research projects? for increasing the notoriety of study or training, as well as scholarships? for other
competitions, campaigns, non-profit events / fundraisings, volunteer activities, promoting university
missions etc.? These are topics that need to be further explored.
It is also necessary to build online communities for professional learning, academic practice,
quality and leadership for managers of institutions, as well as for the people involved in both
teaching and administration. There should be more Social Media platforms dedicated to
communities of education experts (policies, foresight, etc.), there should be an institution-wide
Social Media Observer that strengthens university policies related to Social Media at the level of
the higher education institution and that represents, at the same time, a landmark for the strategic
positioning of universities within the new technological landscape.
However, an informal Social Media educational platform, functioning in conjunction with
the official platform, will not only become an extremely efficient communication channel, but will
also emphasize the culture of the students and that of the staff of the institution in question. The
most important type of feedback will continue to be interactivity.
5.4. Conclusions
Despite Social Media popularity among staff (Merrill, 2011) and of the predominantly
positive perceptions of it among higher education institutions, the use of Social Media does not
come easily (Harris and Rea, 2009) and is still at the level of experimentation, as it is trying to find
its place in the online environment.
In the meantime, Academia must free itself from its fears, prejudices and arrogance. In order
for this to happen, the management of higher education institutions must change, firstly by
acknowledging the need to have a Social Media presence, and then by providing clear regulations
regarding its use (private life, protecting intellectual property, etc.). It is also important to recognize
the importance of Social Media in the recruitment of students, dissemination of research and brand
building (alumni included), as an engagement tool and not as a megaphone (Colvin, 2011).
Furthermore, we need assigning Social Media responsibilities within faculties and departments.
Thus, the organisational charts of our institutions should include new positions such as: learning
architect, learning / Social Media community manager, serious game designer or learning autonomy
counselor (Grosseck and Holotescu, 2011a).
Perhaps the most significant approach of using Social Media in universities is the fact that it
is more a socio-cultural phenomenon, rather than a technical one, an attitude rather than a sum of
technologies, the fact that it has become more personal to the students, emphasizing the
development of communities of learning and practice and the strength of something done together.
We can conclude also that there are needed:
policies related the use of new educational technologies in education
teacher training in using emerging technologies
online spaces for students / teachers / practitioners to share learning scenarios.
The integration of different SM platforms into OLE could bring solutions for the above last
two issues.
The conclusions are important in depicting the requirements of the educational platform.
67
5.4.1. Contributions
The study on the usages, challenges and policies regarding the integration of emerging
technologies in Romanian education, for teaching, learning and professional development is the
original contribution of this chapter, being the first with this topic in the country. The results were
published in (Holotescu and Grosseck, 2012).
68
6.1. Introduction
In order to establish the set of features needed for the platform architecture, as part of the
second phase of the DBR approach (Figure 2.3), we have realized a study of Social Media platforms
and applications, comparing the content creation/sharing and communication/collaboration
functionalities they offer. After identifying the most innovative characteristics and discussing how
they can be improved, a set of requirements for the educational platform is generated.
The study includes:
6 microblogging platforms used in education, already described before: Twitter, Edmodo,
Plurk, Identi.ca, Yammer and Twiducate;
23 categories of Social Media networks and applications, covering the current Social Media
landscape (Solis and JESS3, 2010) and educational tops (Hart, 2014), presented in Chapter
3 and 5:
17 categories for content sharing
6 categories for communication/collaboration/location-based.
Private posts
(Nested) Comments
10
11
12 13
Statistics
Feeds
Resend (Retweet)
Direct/Private Messages
Public profile/portfolio/stream
Private profile
Groups (Private/Public)
Tagging
Software License
(proprietary/OS)
Hosting
0 Platform
a Microblogging Platforms
1 Twitter
2 Edmodo
3 Plurk
4 Identi.ca
OS
5 Yammer
6 Twiducate
lists
n+
+
+
n+
P/
OS
+/-
WordPress, weblog.ro)
2 Miniblog (Tumblr.com,
+/-
Posterous.com)
(Facebook.com,
OS
70
Plus.Google.com,
MySpace.com)
4 Professional Social
-/+
Networks
(LinkedIn.com,
Xing.com,
Academia.edu,
Researchgate.net,
Mendeley.com)
5 Social Bookmarking
+/-
+/-
10 Document/Books sharing P
(Delicious.com,
Diigo.com)
P/
OS
6 Video sharing
P/
(Youtube.com,
OS
Vimeo.com, TED.com,
TeacherTube.com,
Trilulilu.ro, MyVideo.ro)
7 Image sharing
(Flickr.com,
Picasa.Google.com,
deviantART.com)
8 Audio/Podcasting
sharing (Blip.fm,
SoundCloud.com)
9 Presentation sharing
(Slideshare.net,
Authorstream.com,
Prezi.com)
(Scribd.com,
DocStoc.com,
Docs.Google.com,
Books.Google.com)
11 Mindmaps
-/+
13 Livestreaming (Qik.com, P
(Mindomo.com,
Mindmeister.com,
Spicynodes.org)
12 Screencasting
(Screenr.com,
ScreenJelly.com,
ScreenCastle.com)
+
UStream.com)
14 Feeds Monitoring
(Reader.Google.com,
Bloglines.com)
15 Wiki (Wikispaces.com,
MediaWiki.org,
Wikia.com,
PBWorks.com)
16 Digital storytelling
P/
OS
-/+
P/
OS
(Voicethread.com,
Glogster.com,
Capzles.com,
Notaland.com,
Storybird.com,
71
Storify.com,
Photopeach.com,
Projeqt.com)
17 Learning design
(Cloudworks.ac.uk)
P/
(Groups.Google.com,
OS
Groups.Yahoo.com,
Ning.com, Meetup.com)
2 Forums/Spaces for
P/
discussions(phpBB.net, OS
Quora.com, Disqus.com)
3 Location-based
n+
+/-
n+
+/-
+/-
+/-
(Foursquare.com,
Yelp.com, Zvents.com)
4 Augmented reality
(Layar.com,
Wikitude.com,
Zooburst.com)
5 Virtual worlds/Social
Games (Secondlife.com,
Playdom.com,
OpenSimulator.org)
OS
15
16
17
18
19
20
21
22
23
24
25
14
Collaborative editing
Surveys
API
2 Edmodo
va wsa wsa
Mobile Interface
Location
vi wes wes +
p afi afi
Monitor Web/e-mail/SMS/
API/Feed/IM
Post Web/e-mail/SMS/
API/Feed/IM
1 Twitter
Multimedia objects
Users/Resources Recommender
0 Platform
a Microblogging
+
72
ip f
f
3 Plurk
iv wsa wsa
fi
i
4 Identi.ca
waf wai
i
5 Yammer
va wes wes
ip afi afi
f
6 Twiducate
va w
if
2 Miniblog (Tumblr.com,
Posterous.com)
va wae
ipf f
waef
va wae
i
f
waef
+/-
ip
4 Professional Social
va waf
Networks (LinkedIn.com, i p
Xing.com,
Academia.edu,
Researchgate.net,
Mendeley.com)
5 Social Bookmarking
waf
waf
wa
waf
wa
waf
wa
8 Audio/Podcasting sharing a
waf
wa
waf
wa
1 Document/Books sharing f
0 (Scribd.com,
waf
wa
11 Mindmaps
(Delicious.com,
Diigo.com)
6 Video sharing
(Youtube.com,
Vimeo.com, TED.com,
TeacherTube.com,
Trilulilu.ro, MyVideo.ro)
7 Image sharing
(Flickr.com,
Picasa.Google.com,
deviantART.com)
(Blip.fm,
SoundCloud.com)
9 Presentation sharing
(Slideshare.net,
Authorstream.com,
Prezi.com)
DocStoc.com,
Docs.Google.com,
Books.Google.com)
(Mindomo.com,
73
Mindmeister.com,
Spicynodes.org)
1 Screencasting
2 (Screenr.com,
+/-
1 Livestreaming (Qik.com, +
3 UStream.com)
1 Feeds Monitoring
4 (Reader.Google.com,
1 Wiki (Wikispaces.com,
5 MediaWiki.org,
va w
i
1 Digital storytelling
6 (Voicethread.com,
+/-
1 Learning design
7 (Cloudworks.ac.uk)
vi
p
ScreenJelly.com,
ScreenCastle.com)
Bloglines.com)
Wikia.com,
PBWorks.com)
Glogster.com,
Capzles.com,
Notaland.com,
Storybird.com,
Storify.com,
Photopeach.com,
Projeqt.com)
(Groups.Google.com,
Groups.Yahoo.com,
Ning.com, Meetup.com)
2 Forums/Spaces for
+/-
discussions(phpBB.net,
Quora.com, Disqus.com)
3 Location-based
+/-
(Foursquare.com,
Yelp.com, Zvents.com)
4 Augmented reality
(Layar.com,
Wikitude.com,
Zooburst.com)
5 Virtual worlds/Social
Games (Secondlife.com,
Playdom.com,
OpenSimulator.org)
Skype)
74
One can note that usually the platforms are specific about the content that could be posted or
shared (column 14). Also collaborative editing (24), access to common documents (6) or
public/private groups (4), all being features that are important in educational contexts, are supported
only by a few.
Private profile
Public profile/portfolio/stream
Direct/Private Messages
Resend (Retweet)
Feeds
Statistics
14
15
16
23
+
/gro
ups
+
24
25
Share/discuss Learning Design
22
Surveys
21
Collaborative editing
va wes we +
i p a f i s a f (future) (par
f
i
tial)
20
19
18
Users/Resources
Recommender
Mobile Interface
17
Location
Post Web/e-mail/SMS/
API/Feed/IM
Private posts
12 13
11
(Nested) Comments
10
Groups (Private/Public)
Tagging
API
Cirip
Monitor Web/e-mail/SMS/
API/Feed/IM
Software License
(proprietary/OS)
Hosting
Cirip
Multimedia objects
Educational
Multimedia
Microblogging
Platform
75
No.
Type
Table 6.4. Microblogging Platform characteristics mapped onto the features of an Open
Learning Environment
1.
Learners as
content cocreators
Pedagogical
2.
Open Learning
Environment
Features
Open
Educational
Resources
3.
Social
4.
5.
Collaborative/
distributed
assessment;
Learning
Analytics
Interactions
with external
learners and
experts
Collaborative
applications
and platforms
6.
7.
Technological
8.
9.
Public PLE
Timepersistency/
Retrieval
Teacher
training/
sharing
Learning
Design
Institutional/
administrative
management
features/
privacy
assurance
10.
11.
Mobile
Learning
Others
Cirip allows the creation of a personal/public profile and/or portfolio including ideas,
projects, research, information resources, multimedia objects created individually or collaboratively.
From this perspective and according to classifications of Stutzman (2009), Cross and
Conole (2009) and Engestrm (2009), Cirip is both a profile-centric and a social object-centric
network :
1.
2.
the objects connect Cirip with other Social Media applications organized around
educational objects;
3.
4.
5.
6.5. Conclusions
As part of the second phase of the DBR approach (Figure 2.3), the requirements for the
educational microblogging platform are presented in this chapter, starting from an evaluation of the
capabilities offered by a large typology of Social Media platforms, and from the conclusions drawn
from the previous studies related to Social Media, emerging educational technologies and
Microblogging. Arguments for educational contexts are also presented.
The requirements of the microblogging framework as an open social network are mapped
onto the features of the Open Learning Environment model defined in Chapter 3.
6.5.1. Contributions
In this chapter we have proposed an original model of Open Learning Environment based on
the microblogging technology; some results were published before in (Holotescu and Creu, 2013).
78
7.1. Introduction
This chapter presents the architecture and implementation of the Cirip educational
microblogging platform. Also its API, mashups and plugins are described here.
7.2. Technologies
The Cirip platform uses mainly open (source) technologies, which are presented in Figure
7.1. below. The platform is installed on an Apache server with PHP support, while the required
database server is MySQL.
7.3. Architecture
The Cirip platform has a centralised architecture based on the Model-View-Controller
paradigm (Burbeck, 1992), having three layers concerned with behavior, activity, and data
representation (Figure 7.2). This architecture gives the potential for multiple interfaces to access
content. Also, the code structure is simplified by the separation of behavior from content modelling
(Bell, 2009). The Model layer persists across implementations, with the View layer changing
depending on the type of device (mobile, IM, etc).
79
52
https://blog.twitter.com/2013/now-showing-older-tweets-in-search-results
80
A user can send/monitor messages/content via the online/mobile interface, email, SMS, API,
Feed, IM, and other plugins/mash-up applications.
81
The options marked above with (*) are specific to Cirip only and are not supported by other
microblogging platforms, a result of its architecture which is more complex than those of the
common microblogging platforms (Cho, 2009).
53 http://magpierss.sourceforge.net/
54 htttp://qik.com
55 http://www.addthis.com/
82
The following scripts function as cron jobs, being hosted in the /cron folder and scheduled to
be executed periodically:
- cronrsssimplepie imports RSS items for the feeds in DB that have subscribers
- cronnotify send updates via SMS for users who monitor users/groups/feeds by SMS
- cronupdatemap recent public messages are published on the map section56 of the platform,
using Google Maps API
- crontwitter2cirip notes from Twitter account are imported for users who selected this
option in profile settings
- cronmail2cirip messages received at bot@cirip.ro are imported for users who sent them
from the account specified in profile settings
- cronrss2ciripgroupsimplepie - imports RSS items in groups
- crondeleterss old feeds items are deleted
- crontagshourly tags statistics for user/group messages are updated hourly
- cronnewsletter send newsletter to users who selected in profile settings to receive such
notifications
- crondeletecache delete cache
- crontwittersearch2cirip notes containing specific terms are imported in groups from twitter
- status_snd.php used for sending SMS.
7.4. Database
The MySQL database contains 36 tables (Figure 7.4) with relations depicted in Figure 7.5.
56 http://www.cirip.ro/cirip/map
83
7.5. API
As architectural style the Cirip Application Programming Interface (API) uses
Representational State Transfer (REST) (Fielding, 2000). REST is used the most often by the online
services: one of the biggest directories for Web 2.0 APIs (ProgrammableWeb, 2013) contains
around 8800 APIs, whereof 63% (5600) use REST and 21% (1900) use Simple Object Access
Protocol (SOAP) (Pearson eCollege, 2012).
Cirip API has a rate limiting assuring 60 GET-based requests per hour per access token, this
way preventing the server overload.
The following functions are provided by the Cirip API57:
public_timeline the most recent public messages
URL:http://www.cirip.ro/statuses/public_timeline.format
Format: xml, json;
user_timeline the most recent messages sent by the selected user
URL:http://www.cirip.ro/statuses/user_timeline/user.format
Format: xml, json
Parameter: user- user id or username;
show returns a message
URL:http://www.cirip.ro/statuses/show/id.format
Format: xml, json
Parameter: id status id;
57 http://www.cirip.ro/cirip/api
84
85
86
87
Version Date
Features
March 17,
2008
Send/monitor posts,
categories for
microblogs, feeds
monitoring, widget
for blogs
- Blog posts58
April 2008
Public/private
groups, search,
send/monitor posts
via IM/SMS,
statistics,
visualisations
- Blog posts59
- The educational features of Cirip were presented in article
"Can we use Twitter for educational activities (Grosseck and
Holotescu, 2008), being compared with those of Twitter. The
article is considered one of the most important in Microblogging
in Education area, having now more than 240 citations60 and
being one of the references for Twitter Wikipedia entry61.
January 2009
Multimedia objects
embedding, polls,
tags, mobile learning
features, groups for
(educational) online
marketing, API
2010
Learning design
scenarios
2012
New mash-ups
2013
Augmented reality
features
consolidation, design
features for running
MOOCs
2014 onward
7.8. Conclusions
The chapter presents the centralized architecture of the educational platform, developed in
an iterative cycle (part of the second DBR phase Figure 2.3), based on the continuous monitoring
of Social Media / emerging technologies / educational trends and on the feedback of users.
58
59
60
61
62
63
64
65
66
67
http://www.cirip.ro/blog/?m=200803
http://www.cirip.ro/blog/?m=200804
http://tinyurl.com/citations08
http://en.wikipedia.org/wiki/Twitter
http://www.cirip.ro/grup/mbc09
http://c4lpt.co.uk/top100tools/top-100-tools-2007-2012/
http://www.edumanager.ro/articol.php?id=5524
http://www.cirip.ro/grup/seedcamp
http://www.cirip.ro/status/17643413
http://wces.info
88
8.1. Introduction
During the last years, as many articles and studies have indicated, Web2.0 technologies have
been used to support innovative approaches in higher education (Conole and Alevizou, 2010;
Hamid, Chang and Kurnia, 2011). Blogs, microblogs, social networks, media sharing sites, social
bookmarking, wikis, social aggregation, and virtual worlds are used increasingly by students and
teachers for communication and collaboration, for sharing resources or for building personal
learning environments. As the classic learning management systems (LMS) are considered too
inflexible, there are many projects/implementations of integrated platforms, in which the social
functionality becomes available inside the LMS, thus speaking about LMS2.0, social LMS, Open
Learning Environments or Social Learning Environments (Crosslin, 2010; Dahrendorf, 2010; Mott,
2010; JISC, 2011).
The approach for Cirip was from the perspective of integrating the facilities of a LMS within
the social network, thus the microblogging platform becoming a social LMS.
This chapter presents the Cirip features as a Mobile Social Learning Management System
(msLMS): Learning Management and Mobile Learning features, how Social Objects are integrated
as (small) Open Educational Resources in the platform flowstream, how Learning Scenarios can be
specified as Learning Design Objects, and also the facilities implemented for student Assessment.
Each group of Cirip acts as a msLMS, having a has a specific groupname which appears in its URL
(http://www.cirip.ro/group/groupname). Also, the groupname is used to post a message in that
group (syntax is @groupname for messages sent from the browser interface or just groupname in a
text message). The group virtual space preserves the whole materials/interactions of the group
members.
Its virtual space represents a simple, efficient, adaptable and scalable solution for:
course in a university/college;
company training;
community of practice;
team collaboration and management;
space for mentoring/coaching;
service related to an application/product;
event: workshop, conference, etc.
The LMS are considered too inflexible, the main drawbacks being:
they are walled gardens: the materials and students portfolios are accessible only by the
LMS users,
the learning community doesn't include external experts and learners and is nurtured only
during the course duration and
the emerging Social Media tools are not used.
These disadvantages are eliminated in Cirip, which has the characteristics of a Social
Learning Management System, depicted in this subchapter.
8.2.1. Cirip as a course environment (Social LMS)
Each course on the Cirip.eu microblogging platform is run in a blended manner, in a private
group which requires the approval of the group moderator (discipline coordinator). Such a group is
structured in observance of the general elements of a LMS (Figure 8.2.1):
Public presentation part The Description area.
Participants Portfolios. A personalized microblog provides the opportunity to set up a
public profile/portfolio of a student with photo/avatar, name, a description, the link to the authored
blog, background, the type of the microblog; then to build up a network of other colleagues or other
users / other public groups, livestreaming etc. Students can export their micro-posts as a widget on
personal blogs or on other sites. They can monitor sites, blogs, or activities on other social networks
through RSS feeds or search feeds (using the platform specific feature). They can also
import/export notes from/to Twitter.
A microblog can be seen as a Personal Learning Environment where the student can keep up
to date with university life stuff, find resources to use and learn from, discuss with peers (but also
with specialists, other teachers, other Cirip users) their topics of interests/hobbies, have fun (play
week-end games or join all kind of other informal activities from public groups). Also the student
can participate in a number of courses, the portfolio being enlarged at each participation. Also the
learning community nurtured during a course will continue to collaborate after the course end.
A notice board for up-to-date course information Groups have an Announcements section
where moderators can post notes, basic teaching materials, additional resources in a variety of
formats (LOM/SCORM or multimedia) and links to other resources for the course activities.
Administrative section: teachers can add/remove students, post announcements/materials
Announcements section, send notifications to participants by email or SMS, create and conduct
polls and quizzes (which can be answered online or by SMS), access internal/external search
possibilities; assess students participation and the cohesion of the learning community using
statistics and visualisations in the Network and Tagcloud sections.
90
Student-teacher communication area: this is the central part of the course, consisting of the
interaction between students and teachers, and also between students.
and descripted images on flickr.com, all used in the courses we have facilitated (Holotescu, 2004).
In order to classify the messages posted in the group, specific tags are used for the course
activities. Students can participate at the course using desktop computers or mobile devices, which
allow an interactive participation even outside the classroom walls (Livingston, 2010), being
capable to send and receive notes from the platform by using a mobile navigator (m.cirip.ro) or via
SMS.
The content course can be enlarged with Real-Time information on course topic: messages
imported from Twitter containing specific terms and RSS items of a blog/site (usually authored by
facilitator) or of a search feed.
92
93
Category
Administration
Reference
Interaction
94
Multimedia
Collaboration
MetaCollaboration
Location-based
Facilitation
Monitoring
Assessment
SMS
Action
cirip ?
groupname ?
groupname on/off
Course / training / mentoring
course schedule
course grades
course question/
comment
course number
project
specifications
Event / conference
event session
event speaker
question
event quiz
classes/laboratories/mentoring sessions
the grades of the student are sent by SMS as an automatic
reply
the question/comment will be registered in the group
space, so that the teacher/colleagues are able to
reply/comment online or via SMS; it is recommended (at
least) for the teacher to monitor the group via SMS, this
way responses/feedback would be prompt
students reply by SMS to a poll conducted by
teacher/colleagues
collaborative exercise for commenting a movie while
watching it
using the dashboard, teacher creates sublists for the
groups of students; for each sublist he/she sends via SMS
specifications/additional resources useful for the project
the students in that sublist have to develop
collaboratively
user subscribes to take part in a specific session; platform
sends an SMS for confirmation
during the event/conference participants are able to rate
by SMS the lecture delivered by a speaker
questions could be addressed to speakers, they will be
registered in the event group; the answers/debates could
be sent/take place during and after the event, implying
distance participants too
a quiz specific to the event is launched
97
Advantages
Limitations
the learning services market for persons whose jobs require permanent
move or students who need individualized education.
99
2.
the objects connect Cirip with other Social Media applications organized around
educational objects;
3.
4.
5.
In this section we aim first at analysing the multimedia features that distinguish Cirip.eu
from other microblogging platforms. The multimedia objects represent a type of Social Objects
included on the platform. The Decalogue below reveals the most important reasons for embedding
multimedia objects in notes:
1. Objects become a part of the informational/conversational flux (the presence of a link in a
message would mean only a resource to visit optionally).
2. By learning about their use and actually using them, users improve/acquire both new
technical skills and better communication abilities (especially in genuine situations).
3. By accessing the social networks from which the objects are included, users learn to search
68 Jyri Engestrm's profile at CrunchBase http://www.crunchbase.com/person/jyri-engestrom
69 Jaiku (this name because the posts on Jaiku resemble Japanese haiku), purchased by Google in 2007, was shut down
in January 2012; Jaiku had 15000 users; Google published Jaiku code at https://code.google.com/p/jaikuengine/.
100
102
The choice of storytelling tools was determined firstly by the fact that everyone has a story
to tell and through a multimedia-flavoured content attention is drawn on spectacular storytelling.
Secondly, photopeach, notaland, capzles and the more recent glogster or prezi are tools that
correspond to the actual educational needs, being easy to use, requiring minimum technical
knowledge. Thirdly, another fact that matters is the way in which these applications address
different learning styles of pupils/students and the fact that they allow for collaboration and sharing
(annotation and comments included) and not only individual study. Last but not least, through the
emotional connections with the content one may succeed in developing really sophisticated
multimedia digital stories, both from the point of view of realisation70 and of the affective sense /
signification of the digitally incorporated content of ideas.
In addition, teachers/ tutors learn how to integrate efficiently Web 2.0 resources in the
educational process while pupils / students actually learn how to use technology in a funny, relaxing
way and the fact that they know they can use (almost) any digital storytelling tool (for example
animoto through youtube export, or autorstream, or animation through screencastle) for personal
experimenting contributes to professional development, and respectively to enhance self-esteem.
8.4.4. Advantages and limits of using multimedia objects in teaching-learning
The benefits of integrating multimedia objects on cirip.eu (used especially for courses
running on the platform) are:
incorporate audio fluxes (for example vocaroo) and video fluxes (seesmic), even in real-time
(livestreaming);
present a high degree of interactivity, thus allowing both students and instructors to send and
receive multimedia materials;
offer consistency, visual expressiveness and personality to the created microblogs
(increasing the degree of user participation to the activities occurring on the platform,
according to personal preferences);
are student-focused see the micro-lectures-explanations realised with ScreenJelly, Screenr
or ScreenCastle;
drive the access to a qualitative educational digital content (see the Announcements in the
group, for example);
are useful also for persons with visual or hearing deficiencies.
The use of the cirip.eu platform implies (sometimes even requires) a prior instruction of the
students for using the platform and the implementation of multimedia technologies/objects, in order
to obtain a real efficiency of the educational act. Some of them end up making an objective out of
learning how to use the platform and not the suggested learning units.
70 They favour also the acquirement of new skills, not only technical but also of research, communication,
collaboration, sharing etc.
104
As Ebner et al. (2010) noted, there has been increasing research done on the use of
microblogging in learning scenarios. Therefore, in 2010 we have opened a group of learning
design71 (LD) to share best practices. LD group members can be teachers, practitioners in
education, trainers, students, but also other persons interested to maximize the benefits of using
social media for career development or business.
The aims of the group are:
to support innovative strategies in order to engage and empower teachers and learners and
make learning more accessible and participative;
to inform about the learning design domain and its importance for the educational process;
to encourage the sharing of effective pedagogies experiences and the integration of new
technologies (in particular Cirip.eu) in education;
to create, discuss, analyze, evaluate, improve, adapt, and reuse such best practices
represented as learning designs;
to get learners feedback, empowering them as creative participants in the design of
learning;
the scenarios refer to formal, non-formal and informal education, to educational events, to
social learning in general.
The discussions and exchange of experiences in the group dedicated to learning design both
assess the value of technology-enhanced learning and bring new resources and information in the
field.
The Announcement section of the group presents the Learning Design field, together with
notable projects: variants of EML - Educational Modeling Language developed by the Valkenburg
Group, IMS-LD standard, JISC Design for Learning Program, modeling tools such as LAMS,
Reload, CopperCore, CompendiumLD, etc. If other communities of practice related to LD are
hosted by dedicated platforms, the LD group on Cirip.eu is integrated on the platform where these
scenarios are used effectively, so they can be validated and improved. Thus, the possibility to
communicate and collaborate around the LD meta-objects makes Cirip similar to Cloudworks, but
Cloudworks is a network focussed strictly on LD.
We have chosen mindmaps and diagrams, with the corresponding Web 2.0 applications
Mindmeister, Mindomo, Spicynodes and Diagrammr as solution for nonformal representations of
learning design. These are accessible to non-technical users, can be collaboratively edited and can
be embedded in Cirip notes.
Thus the conversation in the group is built around these learning design objects seen as a
type of platform social objects. They can also be considered meta-objects, as they reflect scenarios
for different activities on the platform.
71 http://www.cirip.ro/grup/lds
105
retrieved;
the Tagcloud, Members, statistics/graph sections of LDs group give information about the
interactions around a LD specified by a tag;
LD is shared on other social networks, specifying the link to the messages of LDs group related
to that LD (retrieved using the specific tag).
Notes: it would be useful to specify a LD for each course/educational activity on cirip hosted
in a group, which can be improved while running the activity, then share it in LDs group, and
possible reuse; for each complex LD is possible to open a separate group on cirip.
Figure 8.5.1. Learning Design object specifying how LD group works, note at
cirip.ro/status/4360149
8.5.2. Learning design for academic courses. Bloom Taxonomy for Cirip activities
For modelling the courses using learning scenarios, the university courses hosted on
Cirip.eu were the subject of analysis. During these courses the students learn and practice different
Web2.0 technologies/applications, such as: RSS feeds, social bookmarking, social networking,
blogging and microblogging, wikis, mashups, presentation and document sharing tools,
images/audio/video creation/editing/sharing, mindmapping, screen recording, and digital
storytelling.
In this manner, the dimensioning of learning scenarios, in order to identify primar impact
elements in using the microblogging technology for study and learning, was based on establishing
specific contents for each instruction level, in conformity with the recommendations noted by Cross
and Conole (2009).
106
For the large category of learning activities on the platform we tried to readapt the taxonomy
of Bloom (Churches, 2009).
Table 8.5.1. Bloom taxonomy rewritten for the on-line environment of cirip
Level / Category
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
But how do we achieve the promotion of new teaching methods by using the learning
scenarios? From the cognitive arhitectures described before, for constructing learning scenarios
with final goal to the visible improvement of the students motivation to learn, the aplications of
cognitive maps detach (see Figure 8.5.2).
72 http://confusedofcalcutta.com/2008/02/16/musing-about-social-objects-molluscs-that-matter/
73 http://compendiumld.open.ac.uk/about.html
109
Figure 8.5.5. The corresponding Cirip LD object obtained with CompendiumLD2CiripLD, note at
http://www.cirip.ro/status/3064095
110
assessment strategies. Also, most universities don't offer assessment procedures guidance related to
the identification, ownership, safety, privacy and record-keeping of such Web 2.0 work produced
for assessment.
A few notable projects were developed concerning the best way to assess the students work on
social media and on microblogging platforms during courses, but an ongoing consultation between
teachers and policy makers is needed.
Often used interchangeably with Web 2.0, social media have different forms such as blogs,
microblogs, social networks, media sharing sites, social bookmarking, curation and social
aggregation applications, wikis, virtual worlds, social games and other collaborative applications.
The integration of social media in academia has marked a shift from eLearning to eLearning2.0, a
term coined by Stephen Downes (2005), which implies:
informal / social learning are integrated in formal learning;
during courses, the learning community includes not only students and facilitators, but also
peers worldwide;
students build their own ePortfolios and Personal Learning Environments;
the Learning Management Systems (LMS) are enlarged by using Free and Open Source
Software (FLOSS), Open Educational Resources (OER), collaborative content and
interactions on Web 2.0 platforms/applications, such as blogs, wikis, RSS, podcasts.
Many reports and research studies emphasize the advantages of using social media in education:
reflective, creative, collaborative and peer work is encouraged, positive impact on students'
retention, digital skills are cultivated (Conole and Alevizou, 2010; Grosseck and Holotescu, 2012e)
development of competences for lifelong learning and employability (Starcic and Turk, 2010).
The evaluation and grading of students' activity, participation and interaction on different
social media platforms during courses cannot use traditional assessment strategies. To build and to
assure quality assessment strategies and practices, in line with the courses curricula and learning
objectives, are complex, challenging and demanding tasks arising from factors such as:
the content can be collaboratively created not only with peers enrolled in the same course,
but also with external learners and contributors, and can be distributed on different platforms
too;
each student's work has to be identified, also safety, privacy and record-keeping have to be
assured (gray et al., 2010);
issues of copyright and ownership have to be taken into account;
if the instructions given to the learners are not clear and explicit in terms of what is
expected, the management burden for the instructor can become overwhelming (Conole
and Alevizou, 2010);
peer and collaborative assessment have to be integrated.
In the following, we will briefly review some notable projects related to assessing students
in social media enhanced courses. Although the projects don't refer specifically to microblogging,
they can be useful as well for teachers and educational actors interested in assessing students
activities on microblogging platforms.
After analysing 17 selected cases, where academics have set assessable activities,
establishing an inter-relation between learning objectives, assessment tasks and marking criteria,
Gray et al. (2010a) make recommendations for a quality assessment:
integration with other elements and forms of assessment should be clear;
is linked to specified learning objectives;
produces evidence of desired learning outcomes;
is supported by adequate instructions and marking rubrics;
encourages academic honesty;
provides explanatory and diagnostic feedback;
enables peer review and moderation of marking;
can be externally evaluated for curriculum accreditation and recognition of prior learning.
112
Another work of Gray et al. (2010b), also part of the Assessment of student web 2.0
authoring Edna Project74, contains good practice guidelines, in the form of three checklists:
an affordances checklist, to support an appropriate fit between what web 2.0 activities entail
and what assessment is trying to achieve;
a processes checklist, to support individual and organisational learning throughout the cycle of
assessment activities;
a policies checklist, to support practices that make assessment safe and fair for students and
staff.
Assessment 2.0 (Tinoca, 2011) is another valuable research work, which defines eassessment as all technology-enabled assessment activities where the design and student activities
(complete, present, submit) must be mediated by technologies. The conceptual framework for eassessment addresses four dimensions: authenticity, consistency, transparency and practicability.
8.6.2. Indicators for interactions in microblogging communities
Popularity
This indicator can be obtained easily and is based on the relation between the number of
followers of a user and the number of messages sent.
For Twitter, the determinations of this indicator can be obtained with mashups such as
Twitterholic, Twitter-Friend, Friend-to-Follower-Ratio and so on. In the case of the Romanian
Twittosphere, the Ze List application has a special section75, where classifications can be consulted
according to the number of followers, of persons being followed and of the number of messages
written during the last week.
On Cirip.eu popularity may be analyzed on the Users page, which allows listing according
to the number of messages written, but also according to the ratio between the followers and the
number of messages written.
Influence
Influence is probably the most visible indicator in the case of an analysis, both in an
educational and a business context.
In the case of Twitter microblogging platform, a series of applications have been developed,
whose use must be handled with certain precaution and/or a qualitative analysis. Examples:
Twitterholic or TwitterCounter: lists the classifications of users according to the number of
followers (although Barack Obama leads the classification, he has only a few messages
posted in comparison with Chris Brogan or Guy Kawasaki, who dont even enter top 10).
TwitterRank: a sort of Google Rank for messages, updated every 20 minutes, based on an
algorithm which takes into consideration the number of answers received by a user (i.e.
those messages with @user_name which practically transform Twitter into a huge semipublic conversational sphere) and offers a more realistic classification than those of
Twitterholic or Twittercounter.
TwitterGrader: developed by the marketing company HubSpot, it takes into account the
number of followers, the power of the network they create, the rhythm of the postings, the
degree of personalization of the profile, but also other factors.
Twinfluence: is based on several very interesting metrics such as the social capital, the first
and second order network, the increase speed of the network, the concentration, the access
and the influence sphere of the network.
TweetValue: (with a funny feature) quantifies from a monetary point of view the value of
74 Edna Project http://www.groups.esa.edu.au/course/view.php?id=2146
75 http://www.zelist.ro/zetweety.html
113
76 It remains to clarify in the future to what degree we may consider the coefficient of posted relations a subindex.
114
Figure 8.6.3. Visual representation with Twitter-Friend for the Twitter account @cami13
Reciprocity is found in the degree of mutuality of the relation with another user / other
users.
In my account there is a certain disequilibrium between the number of persons I follow
and those who follow me. A large number of followed persons requires an effort of attention,
energy and a time budget that I lack. We simply cannot be connected with everybody
@gabriela, www.cirip.ro/u/gabriela
Relevance refers only to the network made up of the persons you follow and who follow
you, this depending a lot on how microblogging is perceived: as an informational or a relational
network. If you want to keep informed, then you would probably have a larger number of persons
you follow (whose activity is closely connected mainly to your professional field). The analyst
Valdis Krebs77 states that in the construction of a relevant network it is important to follow people
who have an important social circle, practically a user employs the redundance of connections for
obtaining a relevant network. He indicates a number under 100 followed persons (of which 50
persons are definitely enough if you really want to read each message posted and another 20-30 just
for the sake of the conversational bustle). Others refer to Dunbars number and indicate a circle
77 http://www.thenetworkthinker.com/2009/01/so-many-people-so-little-time.html
115
larger than 100. Valdis Krebs also states that visualizations of relational networks as maps are like
metaphors and are not accurate, correct, current, perfect representations of ones own social circle.
Question: is the number of followed persons directly proportional to the number of posted
messages? To what degree does this matter when you decide to follow a certain person? Because
applications like Tweedeck and Twirl allow the creation of groups by interest zones, and things
seem to acquire a completely different connotation or, according to Beth Kanters words, in her
comment to Krebs posting: So, the dipping is like sharpening a pencil or way of finding some
inspiration or a different way of thinking.78
Time wise there isn't necessarily much difference between 100 to 1000. Weird as it
sounds I'm considerably more time efficient following more than I was with less.
What changes is the nature of the conversation, less than 200 feels considerably
more intimate but more than 200 provides more diverse idea exchange plus greater
chance of faster assistance. Sue Waters79
As for the Cirip.eu platform, the Network section of a microblog offers information on the
network developed around that user, displaying:
the followed users: in blue if the relation is mutual, grey only if the current user follows
someone;
in red the followed groups;
with dotted line users who follow the current user, without being followed.
For each user in the network, the last written message is displayed, along with the direct
messages counter he/she exchanged with the central user.
116
the number of sent messages differs largely from the received ones. Figure 8.6.4 illustrates a
balanced communication between Signum2001 and Deea: 19/20;
if theres a direct communication with a user who only follows, without being followed, it is
probably useful that following becomes reciprocal;
we can analyze the number of users outside the learning / practice community belonging to a
participants network, the topics dealt by the latter (the field could be mentioned in the
description of each microblog), direct communication and so on. A first conclusion refers to the
expansion of the PLE/PLN, the existence of discussions, the validations beyond the learning
community, these being only some of the advantages brought by microblogging;
similarly, we can evaluate the number, topic, participation to other groups, than the one for a
course or those for collaborating with colleagues; thus, there is the possibility of discussing,
learning, approaching other interest topics, for study or research.
The total number of a users messages addressing other persons can be found by searching
@ in his/her messages. The relation between the addressed messages and the total number of
messages represents the conversational coefficient, which should be as large as possible, around
50%.
By searching @user in all messages, the total number of messages received from others is
determined. It is advisable that the messages addressed to other users and those received should be
close, indicating a balanced interaction at the level of the entire network built by that user.
For a group, the Network lists the members and the number of messages written by each of
them. The causes of a different participation or motivation in a course group can be searched, for
example: a deficient moderation of the facilitator, the lack of certain attractive interactive activities,
unclear issues about the functioning of the platform, etc.
Exposure index
This indicator is built starting from the set of the discussed elements, taking into
consideration the topics approached by a person on her / his microblog.
80
More information can be found on the wiki http://twitter.pbwiki.com/Hashtags (those interested can follow
these at http://twemes.com).
117
the most frequent terms, the users who received most messages, the most discussed resources
(a click on any term will display the messages including it see figure 8.6.6);
in the case of a learning community, the fact that some curricula keywords do not appear in
the tag cloud may indicate the necessity of insisting on those chapters in the future;
topics beyond the initial course curriculum may be discovered, which can be included in
future courses or which can be suggested as topics for group projects.
Thus can be initiated subsequent analyses starting with the most active members, nouns,
verbs (meaning the notions on which the discussions and group activities are focused), the degree of
participation (group, everybody), the warm and open atmosphere (hello, thanks) etc.
Geographical distribution
The best way to understand complex data structures, the relations established within a
network, the dynamics or the interactivity of a community is by their graphical visualization.
The geographical indicator suggested analyses and exposes in a graphical form the signs of
our online presence, thus practically drawing up a social map under continuous expansion, showing
in detail the ways in which we interact and expose ourselves in a public space81.
This is allowed by Twitter applications such as TwittEarth, Twittter Spy, TwitterVision,
TwitterPoster etc.82. From the two Romanian microspheres the messages appear in a Google Maps
mash-up, under the Map section of Cirip.eu (see Figure 8.6.7).
Figure 8.6.7. For the visualization of the tag clouds the Map section is used (Cirip.eu)
As a consequence to what we presented previously, we can define a global conversational
index through the perspective of the subjects approached entirely on the two microspheres: the
Romanian Twittosphere, and the Ciriposphere respectively (Figure 8.6.7).
Temporal distribution
Although the conversational model focuses on the pragmatic and structural aspects of the
conversation, the temporal distribution of participation can be followed in the timeline section of a
81 Miron Ghiu, http://twitter.com/nomaduzzu
82 See for details http://blog.twitter.com/2008/03/visualizing-twitter.html and http://flowingdata.com/2008/03/12/17ways-to-visualize-the-twitter-universe/
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user microblog on Cirip.eu (Figure 8.6.8). Similarly, we can follow the distribution of messages
sent within a group.
For Twitter one can use applications such as TwitterTimeLine (http://twittimeline.come.cc/) or
TweetDumpr.
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Figure 8.6.9.Statistics for the user @gabriela (source: Network section of cirip.ro/u/gabriela)
8.7. Conclusions
This chapter presents the Cirip features as a Mobile Social Learning Management System
(msLMS): Learning Management and Mobile Learning features, how Social Objects are integrated
as (small) Open Educational Resources in the platform flowstream, how Learning Scenarios can be
specified as Learning Design Objects, and also the facilities designed / implemented for student
Assessment.
Each group of Cirip acts as a msLMS, having a has a specific groupname which appears in
its URL (http://www.cirip.ro/group/groupname). Also, the groupname is used to post a message in
that group (syntax is @groupname for messages sent from the browser interface or just groupname
in a text message). The group virtual space preserves the whole materials/interactions of the group
members.
Its virtual space represents a simple, efficient, adaptable and scalable solution for:
course in a university/college;
company training;
community of practice;
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The features of the platform was added in an incremental cycle, in the second phase of the
DBR development (Figure 2.3).
8.7.1. Contributions
With a centralised architecture described in Chapter 7 and developed using a DBR approach
under our coordination starting from 2008, Cirip has a number of unique features not implemented
by other microblogging platforms.
These characteristics are specific for a Mobile Social Learning Management System and
were presented in this chapter; all these represent technological innovations:
1. creating public or private user groups; collaboration groups can be established between
the members of a class or a university year, for a course enhancement or to run an entire
course; for a conference, event, workshop, etc.; in a specific group section, the
moderators can post announcements and materials, also can send alerts via SMS/e-mail
to members; with sections for group announcements, materials, statistics, a group
becomes a social Learning Management System (sLMS), engaging students in Problem
Based Learning (PBL), case studies, and collaborative projects ;
2. the possibility to embed multimedia objects in the notes: images, audio and (live) video
files, presentations, files, livestreaming, which can function as mini-lectures; the
platform integrates a wide range of Social Media content, organized around (open)
educational resources; this integration is realized in order to encourage teachers and
students to discover/explore/use new platforms, and to use their content; in perspective
to (collaboratively) create content/educational resources on these platforms;
3. scenarios for learning and new pedagogical approaches in using Social Media in
education can be captured and formally represented as learning design objects; the
learning design objects can be shared, discussed, improved, and reused on the
microblogging platform;
4. the possibility to monitor RSS feeds for sites/blogs/activities on other social networks or
search feeds; Cirip remains one of the few RSS aggregators, the notifications can be
monitored online, using a mobile browser or received as free SMSs;
5. tags, statistics, personal and group tagclouds, representations of users interaction
networks;
6. Learning Analytics and assessment features integrating learners activities in courses but
also informal interaction with other groups / users and activities on the Social Media
platforms connected with Cirip; microblogging metrics applied both for summative and
formative assessment;
7. polls and quizzes which can be answered online or by SMS;
8. export and import (based on optional search terms) notes to/from RSS feeds, Twitter,
blogs and other Social Media platforms, thus enlarging a user profile or a group content;
9. specific mobile learning features.
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124
9.1. Introduction
During the last seven years the platform has being used in many educational projects (Figure
9.1.1), the most interesting being exposed here: for Online Courses and Courses Enhancement in
high schools and universities, for Learning from the Stream, for integrating MOOCs in Blended
Courses, for Teacher Training, for developing Personal Learning Environments, for Curation, and
also for Monitoring Civic Events, such as the Romanian Presidential Elections in 2009.
Each case study presents the possibilities offered by other microblogging platforms for that
particular usage and also the advantages and drawbacks of Cirip. All these case studies are part of
the third DBR phase, aiming at testing and refinement of the platform, also at reflecting and
innovating open pedagogies.
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Table 9.1.1 illustrates the usages of Cirip in different educational activities and contexts for
which we were the facilitator, mentor or manager; the names of the groups that hosted the specified
activities are listed.
Table 9.1.1. Educational activities on Cirip
Number Type of educational
Description
activity/context
1.
Online
Groups for delivering online
courses/workshops
courses/workshops for
for universities
universities;
2.
University courses
Groups for enhancing university
enhancement
courses: announcements,
materials, discussions, students
activities and assessment;
3.
5.
6.
Collaborative spaces
7.
Training of trainers
8.
Communities of
practice
9.
10.
Conference/events
backchannels
11.
Students
coaching/mentoring
4.
Groups
iac, socialmedia, seminar
12.
Students/pupils peer
work
13.
Informal/hobby
activities
what are the differences between facilitating an online course on such a platform and
one in a classic LMS.
the platform, where the moderators can post notes and useful materials for the group activities
(Figure 9.2.1).
The facilitators have published in the announcements both notes on the proposed activities
and course resources: mainly tutorials on course topics, with a variety of multimedia elements,
imported as SCORM/LOM objects.
The discussions on the proposed themes were realized through messages sent by the
participants in the group space. Messages can be sent / monitored online (web site or CiripFox a
Firefox extension) or as: SMS ( its simple to track the group messages via mobile phone); instant
messages; e-mail (daily notices with followed messages, answers, new followers or news are
received by those who activate this option); it is also possible to send e-mail messages on Cirip.eu,
including in groups.
Other valuable options are the facilities to send live video / audio messages and to integrate
multimedia objects in the notes; all of them become part of the information / communication flow :
Also the students learn how to find/use/create educational resources on the corresponding social
networks. Their digital skills are improved, and their PLEs/PLNs are enlarged with these networks
too.
Besides discussions and debates conducted by the wide range of messages we carried out a
series of collaborative exercises, which will be presented in a separate section.
number of followers/followings/groups/feeds
direct communication with other participants and with other users of the platform.
The timeline, network, tagcloud sections of microblogs and groups offer useful data for evaluation.
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132
The curation tool JogTheWeb allows teachers to Lecture capture change the course
accumulate
resources
on a particular
topic, dynamics and improve students
http://www.jogtheweb.com/play/E7IqqUfxaPu3/exploring learning,
-wikipedia--the-other-ways#1
http://www.screenr.com/4Ml
Figure 9.2.7. Examples of media information
Media information is an accessible source, at the crossroads between the students life
experience and academic path. Students can easily find course-related materials not only
in newspapers, popular magazines, specialized press, even on the television and the
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radio, but especially in blogs, microblogs and social networks (one example are the TED
conferences, which are available online; furthermore the presence of mobile devices is
the synonym of a digital native life). The purpose behind using these sources is that of
contrasting their image of computerization, which is often excessive and oriented
towards sales or entertainment (games, music and particularly movies) with the careful
analyses in academic journals.
Learning from events. The classical conferencing is still the most commonly-used
method in most higher education institutions and it is potentially beneficial, as it is
associated with the social interaction between students and between lecturers and
students. Events become not only a way of educating, but also one of socialising, thus
completing a coherent and mature strategy for communicating ideas, concepts, etc. Thus,
during the last few years, we have experimented with the (voluntary) recording of
students in open-source type lectures or events / learning from the microblogging stream
(see Grosseck and Holotescu, 2010).
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Figure 9.2.8. Example of collaborative exercise to define a concept / a term (NotaLand tool on MB),
http://notaland.com/cami13/70859
Show me. Final projects require contact with the teacher and the teachers support.
Several types of projects can be set:
o Individual projects: the theme discussed can be the same for all students or
students can choose their own topic from a list suggested at the beginning of the
course. Students value things that they themselves manage to do well, the things
they solve and bring to fruition through their influence and ingenuity (they learn
by doing and experimenting).
o Team projects: in this case, there can be situations in which only one student does
the work but the project is presented as being a collaborative effort, although
tasks are allocated separately to each member of the group (Google docs,
Voicethread etc.).
o Continuous projects, which are developed systematically over an entire semester,
or final projects, which are presented at the end of the course and thus account
for a large amount of the students participation in the course.
Students can employ all types of audio and visual materials - but they most often
opt for creating PLE / PLN, e-portfolios or digital storytelling and mindmapping
applications - for which they subsequently obtain feedback via poll or quiz-type
applications, using mobile devices in particular. We personally prefer not to grade
the student's technical skills; we do however require that the presentation of the
results be as professional as possible. We favour continuous projects because
they enable us to permanently monitor the students' work and make it possible
for us to intervene at any point in order to provide observations or
recommendations. Students are motivated and love to work on projects related to
topics they are interested in, but, if they are not periodically checked on, they
often postpone writing the projects until the very last moment.
Step by step. Seminars during which each student presents a usually challenging or
controversial topic. The students are given several weeks in which to prepare the
argumentations they will present in front of their colleagues, and the teacher is
permanently guiding them by assuming the role of a facilitator, thus establishing a
from-person-to-person relationship with each course attendant. For the debate
academy we prefer using communication / collaboration methods that are specific to
Web 2.0 (instead of the classical YM chat), and we start from simple instruments such as
wiffiti or Google Moderator.
135
Figure 9.2.9. Examples of team projects exercise to translate a videoclip (using GoogleDocs),
http://www.cirip.ro/status/4614450
Life Story hunter / life experiences. Students can learn best about Social Media from
their personal experience, as well the experiences of others. We start by telling students
about our own personal experiences and encourage them to do the same (using
podcasting, for instance). Students become aware of the way in which computerization
affects their own lives, as well as the lives of the people around them.
Irrespective of the method employed, the method that is most suited to a Social Media based
learning process will be the one that meets the students expectations.
9.2.4. Remarks about the Learning Community
For a successful learning community that preserves the motivation and interest of its
members, the facilitator plans thoroughly, provides enthusiasm, gives the same attention, feedback,
encouragement to all. You clarify or learn new things sharing with the others, you feel that your
opinions are important.
When facilitating an online course on a microblogging platform:
The teacher should show a positive, open and responsive attitude to the changes brought
by microblogging in education
The teacher should be able to adapt the initial curriculum, in particular to follow some
fruitful students suggestions
Students should be encouraged to adopt methods of mutual consultation (including
Direct Messages or using @user_name), especially in group projects
Ensuring quality teaching of using microblogging depends on teachers professional
profile.
Teachers should moderate the participation of students in group communication.
The course promoted values and attitudes among participants, and an ambient awareness for
communication, connections, and immediacy in 140 characters at a time (Milstein and Lorica,
2008) seldom seen in other online learning situations:
interest in life-long learning; motivations and flexibility in developing their own educational
and vocational route
the course turned into an interface to own experiences - developing the skills to meet the
demands of social life in general
analysis of real needs and problems (examples: How do I ...? Does anyone know if ..? etc.)
and building polls (which are Ciriposphere verbs - the metaphors of microblogging).
During the course the participants developed the public part of their microblogs: writing public
messages, following and discussing with other users, validating the topics of the course, monitoring
feeds, and being part in other groups. After the course ended, they continue to activate on the
platform, communicating and collaborating with facilitators and other participants. This is an
important advantage of this platform, the learning community continues to be active after the course
ended.
The course has also allowed:
a wide variety of expression forms (voice, video, images etc.) using mashup tools
already tested in education, for communicating personal and didactical experience; we
could note that the participants contributed with audio/video messages only after the
learning community was consolidated
reversibility of messages
For us microblogging, and especially Cirip.eu, proved to be an effective tool for professional
development and for collaboration with students, that can change the rules of the courses and
models good pedagogy responsive to student's learning needs. Furthermore, as a social networking /
microblogging platform, Cirip.eu provides valuable interactions in educational context, acting as a
social factor in a course management system (Katz, 2008).
We appreciate that the microblogging platform Cirip.eu has facilities which permit to deliver
successful and quality online courses; the communication, authoring, monitoring, statistical
facilities make Cirip.eu a modern free LMS; it integrates many web2.0 technologies, and also
allows participants to develop their PLEs/PLNs.
To facilitate an entire online course or a part of a course on such a platform requires specific
facilitation skills, and collaborative technologies knowledge. The effort and time needed are more
important than those for an online course hosted on a classic LMS.
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Digital strategy
It is essential to raise students interest and curiosity from the
beginning. This can be achieved through audio, video, news,
animations, questions etc. that will help us understand how
students express their (learning) needs (Efron and Winget,
2010).
Inform learners of objectives,
Students should be informed about the objectives,
expectations
expectations, activities, about what they will learn and how
to get involved in the Announcements and Materials section,
by using multimedia content.
Stimulate recall of prior learning Before starting the course, students are required to complete
an assessment of their knowledge (questions or an activity to
engage existing knowledge). At the end of the course they
are asked the same assessment again, which shall be
compared with the one at the beginning.
Present stimulus material
Interactive materials with a variety of (social/Web 2.0)
media.
Provide learning guidance
Elaborate on presented content by telling (collaborative)
digital stories (in 140 characters), explaining examples and
non-examples, offering analogies (Gable, 2010)
Elicit performance (practice
Obtaining performance is an important step. The teacher
students skills and knowledge)
must find questions based on course objectives and present
them as interactive exercises. Asking questions is an
important strategy for generating social interaction via
microblogs (Efron and Winget, 2010).
Provide feedback
Students should be given the correct answers and, if
possible, a brief explanation to help them shape their
behavior to order to improve performance.
Assess performance (test
Results can be identified in the profile/e-portfolio of students
students)
who develop such initiatives, become self-motivated,
flexible, innovative, and realistic, who perform tasks and
solve problems, accept the complexity of life, respect the
diversity of perspectives and viewpoints, and cultivate selfcontrol and desire for lifelong learning.
Enhance retention and transfer
Learning content management in university for various
programs of study. It provides the means to create and re-use
e-content and reduce duplicate development efforts.
138
139
Eliminate the effects of incertitude, as in the case of any innovation or change. One of the
difficulties is the hierarchisation of knowledge (the difficulty finding and choosing the
relevant resources to post, to turn information into knowledge).
Develop a student-centered qualitative model (quality characteristics, measurement
indicators, evaluation criteria).
Elaborate recommendations for applying this technology in higher education environments.
information interfaces (Sutton, 2010; Kwak et al, 2010; Mendoza et al, 2010)
communication before, during and after the event (Balcom, 2007; Reinhardt et al, 2009;
Ebner and Reinhardt, 2009; Ebner et al, 2010) between participants, organizers, presenters
and audience
- monitoring the event for non-participants (reporting / online coverage the event) (Ebner et
al, 2010; Saunders et al, 2009)
- presentation (Mitchell, 2009)
- collaborative keynotes (Hart, 2010)
- participation / engaging audience (Atkinson, 2009; Harry et al, 2009)
- live-blogging session / instant discussions (Ebner and Reinhardt, 2009)
- live annotations of a broadcast media event (Shamma et al, 2009)
- official / quasi-official / unofficial back-channel (Ebner and Reinhardt, 2009)
- persistent / mobile / mobilizing backchannel (McNely, 2009)
- messages transcription / twitter subtitling (Du et al, 2010)
- back-chatting (Yardi, 2006/2008; Osmond, 2009), and even
- for evaluation (Ebner et al., 2010; Shamma et al, 2010),
and may also belong to a variety of settings: professional, academical / educational, scientifical, or
for specific organisational purposes (McNely, 2009; Letierce et al, 2010).
These events use different digital / social media technologies / applications / platforms and
several formats (e.g., (un) keynotes, multi / poster sessions, workshops, roundtable discussions,
social events, etc.). Usually the participants use hashtags for the events / topics findability across
different social platforms.
While the vast majority of studies are investigating the use of Twitter for group
communication, the impact on group participants, quantitative analysis of message types, and
motivational aspects, there are few research and case studies that address the use of microblogging
for learning from informal conversational flow.
In this context, this study aims to examine: "How the micro-connection to a specific event can
enhance the learning experience of students enrolled in formal university courses?" We will answer
this question by exploring the integration of the "PLE Conference 2010" information flow into the
microblogging platform cirip.eu.
9.3.2. Framework
In the 2nd semester of the academic year 2009-2010, the two facilitators have run the
following courses in private groups: "Computer Assisted Instruction" with freshmen of the
Pedagogy Department of West University of Timisoara, respectively "Multimedia" with college
juniors of University "Ioan Slavici" and "New Educational Technologies", a continuous training
course for teachers at University Politehnica Timisoara.
Social Learning and Personal Learning Environments (PLE) were common topics of the
three courses curriculum, and related materials were presented in the courses groups. Also, six
students, divided in two working teams, taking part in the "Multimedia" course, had to develop
collaborative projects related to PLE.
During the semester the first PLE Conference was planned out, and eventually took place in
Barcelona during the month of July. The facilitators decided to use in their courses, for
documentation and research the conference-related content and informal interactions on different
social networks.
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Figure 9.3.1. The first message in the PLE group, source: http://cirip.ro/status/2180463
On January 8th, 2010, when the first call of papers for the PLE Conference
(http://pleconference.citilab.eu) was launched, the PLE / PLE Conference in Barcelona group was
open on Cirip.eu (Figure 9.3.1), at http://cirip.ro/grup/plebcn and will remain active until the last
echo of this event will fade away.
The members of this group are students, and also teachers, practitioners in education, trainers, and
other persons interested in the PLE domain (Figure 9.3.2).
The aims of the group were:
to be a source of real-time information, connections with practitioners worldwide
to constitute a framework for learning / communication / sharing in the PLE domain for the
students in our courses, but also for other members interested in this domain
to offer an environment for strengthening knowledge in this domain and new PLE related
experiments
to offer access to all the group content, visualizations and statistics for future reflections and
studies.
9.3.3. Content for student activities
The group messages consist of:
tweets referring to the PLE Conference, imported using the Twitter search API (the searched
terms are PLE_BCN OR "PLE Barcelona" OR "PLE Conference" OR
pleconference.citilab.eu),
blogs posts which mention the conference, found using the Twingly search engine API, by
searching PLE Conference Barcelona
multimedia notes sent by the cirip members who joined this group (Figure 9.3.4).
This way the group is a backchannel of the PLE Conference and its messages reflect the
interaction/debate on cirip.eu and in a worldwide community concerning PLE and conference.
The actual number of messages on twitter and blogs could be higher than the ones imported, the
difference could be explained by Twitter and Twingly APIs limitations, but also by the specificated
search terms.
The content of the group and its information flow on PLE were enlarged with:
specific requirements for students' activities and materials related to PLE posted by the
facilitators in the group Announcements section;
feeds/search feeds on PLE topic monitored by the group members using the platform
corresponding facility; they are delicious.com feeds with ple, pln, ple_bcn tags, also the feed
corresponding to the collection built by the group members, using the ple_cirip tag (Figure
9.3.2).
9.3.4. Students' activities
Students' activities related to documentation and collaborative projects were organized in
five stages and were hosted online by the PLE group, and by the private spaces of the two working
teams; a few activities were also discussed face-to-face (f2f) in the laboratories. In completing their
tasks, the students used the advanced facilities of cirip.eu.
Because the semester ended prior to when the conference was held, participation in the PLE
group during and after the conference was an optional activity, performed especially by students
interested in the fields of PLE and social learning for diploma thesis. Thus, once again, it was
proved on cirip.eu that learning communities continue their collaboration after the course ends.
Students' activities were grouped in five stages ((M) are specific activities for Multimedia
course):
a. preliminary documentation online and f2f
preliminary documentation related to PLE and task understanding - information published
by the facilitators in the News section of the PLE group
familiarisation with the PLE group, understanding the stream integration
open private groups for the two working teams (M);
b. documentation and interactions in the PLE group - online
follow group messages (online or by SMS), identify key experts, main discussion topics,
types of messages and resources - for these activities the group sections Messages,
Members, TagCloud, but also statistics and search facilities came in useful (Figure 9.3.3)
commenting interesting posts and resources
send (multimedia) messaging containing new resources
interact with colleagues, facilitators, other group members
track specific feeds described above - online or by SMS
participate in a survey related to possible definitions of PLE (M) - online or SMS reply
each team has closely followed two key actors, identifying their work, entering virtually in
their "research laboratories" (M);
c. collaborative work online and f2f (M)
comment a video related to PLE by sending messages in the two teams' groups; the
messages were exported as a .srt file by the specific facility of cirip.eu, and used to subtitle
the video published on dotsub.com
final projects published as collaborative Google docs, embedded in messages; the projects
evaluated a few multimedia resources, and the work of the followed experts;
d. activities evaluation online and f2f
conclusions related to the value of the PLE resources discovered
discussions on how students' own PLEs were developed and enlarged during the interaction
with the stream;
e. optional activities - online
interactions and documentation during and after the conference.
143
The scenario of learning from the stream was presented as a mindmap in the learning design
group (Holotescu and Grosseck, 2010); the discussions with teachers, students, practitioners
revealed other educational contexts in which such stream integration can be achieved, but also
alternative and additional applications that can be used for integration.
The archived content and interactions, statistical data, and visualisations, limited here by
the paper length, can be accessed at http://cirip.ro/grup/plebcn, and used in future courses,
documentation, and studies. Therefore, the group can be considered not only a time capsule of the
worldwide practitioners' interaction concerning PLE and the PLE Conference, but also a learning
experience, important in PLE documentation. Moreover, we can speak about a learning
serendipity, which may provide substance for further research projects.
No
synchronization
Synchronization
between the
blended course
and MOOC(s)
Synchronization
Of course the most complex (and efficient) blended courses are those corresponding to the
synchronization perspective, in which students study (part of) the content of a number of MOOCs
and also participate in their social activities (assignments, discussions, peer evaluation), the task of
the teacher being to synchronize the activities of his or her own course with those of (multiple)
MOOCs, proving support, feedback, additional resources, moderating and nurturing the local
learning community.
For freshmen and students who have not yet developed self-study skills maybe more support
from class teacher and colleagues is needed, so the unsynchronized approach could be more
suitable.
9.4.2. Methodology
This case study describes a new approach, in which the participation of students in different
MOOCs was integrated in a blended course run on Cirip.eu, in a dedicated private group (Figure
9.4.1).
The subjects of MOOCs delivered on specific hosting platforms and having particular
characteristics were connected with the Fall 2013 undergraduate course of Web Programming, at
University Politehnica Timisoara, we have facilitated.
The topics of this course consisted of a wide range of subjects, covering both the technical
and social part of Web2.0:
HTML/HTML5, Javascript, CSS, XML, Perl, PHP, MySQL, Ajax;
Web2.0/Social Media (blogging, microblogging, social networks, collaborative
applications, curation/collaborative bookmarking systems, RSS feeds, mash-ups), Open
Educational Resources and Creative Commons licenses, Massive Open Online Courses.
The valuable face-to-face class time was devoted to discussions for a deeper understanding
of the subjects, also for exercises and feedback on assignments.
The online space of the course was a private group of Cirip.eu, hosting the materials,
resources and interactions (as multimedia notes) between teacher and students
(http://cirip.ro/grup/progweb13). Students could access and study the materials, OERs and
additional resources any time they needed them. Messages posted online, via mobile devices or by
SMS in the group space assured a live interaction between peers and teacher, being the basis of the
local learning community: to ask questions, to comment new resources, to submit the multimedia
146
Figure 9.4.1. Course group on Cirip: members, number of messages and the tags used for activities
The aims of integrating MOOCs in this university course are listed below:
Allow students to become familiar (aware) with the MOOC phenomenon and trends:
o To learn about the most important players/platforms/offers, types of learning,
interaction and specific pedagogies
o To be able to search and evaluate useful and quality MOOCs;
To enlarge knowledge/topics of the course, to obtain an auxiliary support for students
group project development;
Allow students to have concrete views, opinions and proposals on MOOCs and to
critically evaluate their usefulness for personal development and for different ways of
integration in formal higher education courses.
9.4.4. Research methods
In order to achieve these aims, we followed the next steps for MOOCs integration:
1. MOOCs discovery and selection:
In the first part of the course, in the materials section of the Cirip group, the course tutor
has provided a material and resources presenting the Massive Open Online Courses
phenomenon, as well as MOOC directories / platforms:
o http://openeducationeuropa.eu
147
o http://mooc-list.com
o https://futurelearn.com
o https://class-central.com.
Students were invited:
o To post a message with the tag #mooc containing the names and links of 1-2
MOOCs connected with the course topics, in which they would like to participate
(mandatory activity);
o To comment / provide new resources on MOOCs (optional activity).
Students could discover new courses and find / comment on the opinions of their
colleagues.
Teachers feedback in case the MOOCs proposed by the students were not connected
with the course topics.
A tagcloud with the names of the courses proposed, then followed by the students was
published in the course space.
2. Participation in MOOCs:
During the term, students took part in at least 10% of the activities of a MOOC
(requirement).
Messages with impressions resulted from participation were posted in the course space
(optional).
Moreover some of the students discussed or asked opinions on their concrete activities in
MOOCs, receiving feedback from the local learning community (both colleagues and
teacher).
As part of the assessment, each student had to present to the teacher the portfolio of the
activities carried out on the MOOC platform.
9.4.5. Summary of data evaluating MOOC participation
Before the Web Programming course ended, students took part in a survey evaluating their
experiences related to the MOOCs. 55 of the 70 students enrolled in the course responded (78%).
Overall, it was a dense course with a high interaction, there were 630 (multimedia) messages
sent in the course space, which means that each participant sent a number of 9 notes (Figure 9.4.1).
A summary of findings is presented in the following:
Percentage of students who knew about the MOOCs phenomenon before this course:
around half of the students (49%) (Figure 9.4.2.a).
Followed at least a MOOC before the course: less than a third of the students (29%)
(Figure 9.4.2.b).
Will follow other MOOCs: 100%. All students plan to follow new MOOCs, thus
recognizing the importance of enlarging their knowledge during formal education, but
also of continuing education (Figure 9.4.2.c).
Even if a participation in 10% of the MOOC activities was required, two thirds of the
students (66%) have realized more than half of the assignments, while a quarter (24%)
completed the whole massive course (Figure 9.4.2.d); the completion rate (24%) is much
higher than the average value of 10% for most MOOCs, as reported by current studies
(Haggard, 2013).
Almost half of the students participated in MOOCs hosted by Coursera (44%), nearly a
quarter on Udemy (23%), the rest have chosen Udacity, edX, Khan Academy,
Codecademy, FutureLearn, but also European MOOCs found on the Open Education
Europa portal.
148
Most of the MOOCs were in English and a small number in French. However, several
students have participated in the collaborative translation of materials in Romanian,
where possible.
Some of the students reported that they have followed a few MOOCs in parallel for
supporting other disciplines of the Fall term (for a few courses, their activities in
MOOCs were formally recognized by other teachers) or just for self/individual study.
Suggestions for improvement of the Web Programming course: in general, students
opinions about the course were very positive, they appreciated the multimedia materials,
high interactivity, collaborative activities, mobile access, openness to Social Media
platforms, OERs and MOOCs; most proposals were for increasing the number of
tutorials in video format.
(a)
(b)
(c)
(d)
Figure 9.4.2. Distribution of students: who knew about MOOCs before the course (a), followed
MOOCs before the course (b), will follow MOOCs after the course (c);
Percentages of activities completed in MOOCs (d)
9.4.6. Discussions
In the open comments section of the survey asking for opinions about ways to improve the
involvement / participation in MOOCs, some students reported the need for a direct communication
and feedback from MOOC facilitators, not only from peers. This demonstrates the need for direct
communication with facilitators for learning motivation and personalization. A solution is the
interaction, both f2f and online, with the course tutor / local facilitator / teacher, as an important
component of the blended model. Others suggested that the transcript or at least the abstract of each
video material should be published (the same as for videos published on TED.com or dotsub.com).
This feature would assure the possibility to search and to focus on specific topics presented in the
video clips.
Before this blended course half of the students were not familiar with this new opportunity
for education, while all students reported that they have decided to attend new MOOCs. So, the aim
of integrating MOOCs in order to sensitize students to the MOOC movement was fully
accomplished.
Table 9.4.2 summarizes the activities realized by students in the blended course and for each
149
activity the pedagogical benefits are underlined (Agarwal, 2013; Burdett, 2003; Glance et al., 2013).
The specific tags used to report the results of different activities as multimedia messages in the
course group are also listed (Figure 9.4.1).
Table 9.4.2. Blended course activities and pedagogical benefits
Face-toface
activities
Pedagogical benefits
Learner-centric teaching
Self-paced study for different
learning styles, enhanced focus
and attention
Discussions/evaluation of OER
projects/initiatives and CC licenses
(#oer)
Openness to/culture of knowledgeDiscussions/evaluation of free tools /
sharing and re-use, exploitation of
Online
collaborative platforms for learning
the OER movement benefits,
activities
(#mytools)
critical thinking
on Cirip
Post collaborative work results on SM
group
platforms as littler OERs (#project)
Posting multimedia notes with
Collaboration in local learning
comments, feedback, new resources for
community, peer assistance
course topics
Post evaluation of additional resources,
follow/interact with external
PLE building
users/practitioners, monitor RSS feeds
Skills for collaborative work:
challenge assumptions, delegate
Group
roles and responsibilities, share
Group project (#project)
work
diverse perspectives, find effective
peers to emulate, collaborative
tools usage
Study MOOC materials (short videos,
podcasts, presentations) and answer to
Self-paced/active learning
corresponding quizzes
Solve assessments
Retrieval learning, gamification
Peer-assessment, assuming
Evaluation of peer assignments
MOOC
objectivity and responsibility
Discussions / feedback in MOOC
Participation in global learning
forums
communities, instant feedback
Skills for continuing and for
MOOC selection (#mooc)
learning autonomy, selfassessment of learning objectives
This case study is a new scenario proposal for open educational practices, bringing new
perspectives for integrating MOOCs in blended courses/flipped classrooms. Students have had a
high autonomy in assessing their own learning needs for choosing the MOOCs in which to
participate in order to deepen the course topics, but also to find useful information for group project
development.
The integration of MOOCs exposes students to high quality materials created with top
150
Learning and Training. In the last five years, formal and informal courses and trainings
(hosted in private groups) for teachers and trainers in schools and / or universities were
organized by different institutions or during European educational projects. Courses and
trainings held in the last two years on the cirip.eu platform (like cursmb, iac09, iac10,
151
wetentm etc.) have new educational technologies and social learning as central topics. The
statistics, timelines, network sections and different visualizations of these groups proved a
high interest and involvement of teachers (see Figure 9.5.1).
Practicing. Usually the interaction in the groups and on the platform continued after the
courses/trainings ended, the members continued to learn and to practise the knowledge
gained during the courses, the continuous activity being illustrated by the timelines of the
microblogs. The learning community built in each group was enlarged with cirip members
such as students, trainers, teachers, and specialists, becoming a real community of practice.
Almost all of the teachers who participated in formal trainings built their own Personal
Learning Environment / Network (PLE/PLN) on cirip, which included:
o Connection / communication / sharing ideas and resources with the users they
followed.
o Groups for national and international conferences, workshops, events, project
management.
o Sites / blogs / networks feeds and search feeds.
o Social networks providing educational objects / OERs (Open Educational
Resources), which can be included in messages etc.
Meta-learning. In the special group on the platform dedicated to learning designs (The
Learning Scenarios group - lds), the teachers discuss, validate and improve the scenarios of
learning activities and courses they develop, formalizing them as mindmaps embedded in
cirip notes. Another advantage is that they can also find peers for peer-mentoring their
courses.
Flexibility of the platform access to public or private groups through a variety of devices
and applications, by anyone with a cirip or Twitter account.
Usability in terms of third party applications (ciripAPI, widgets/gadgets, export/import);
aggregation of additional resources through RSS feeds/Twingly search engine (like blogs,
social bookmarking systems such as delicious, social networking sites); tagging; searching;
embedding multimedia objects; polling; visualizations; statistics etc.
Openness to OERs - multimedia objects from social networks around OERs, embedded in
messages, become part of the conversation/communication flow of the platform, and of the
members' microblogs/portfolios. Such objects can be retrieved for documentation, but also
can be created collaboratively by members. Let's note that microblogs, discussions on
different topics, groups, so different streams themselves become open educational resources.
Mobile functionality through SMS or m.cirip.ro - enable ambient research practices
(McNely, 2009).
Breaking the ephemeral nature of conversational stream (McNely, 2009) on cirip all
messages are archived, and can be retrieved via browsing or searching.
Real time access to knowledge flexible / extensible time schedule for individual study.
Raising awareness of a particular topic - using tagging or resending mechanisms, but also
creating groups on specific topics.
Mobilization through a facile access to other members PLE/PLN. cirip allows asymmetric
social relationships.
152
A (more) user-friendly interface when posting multimedia objects like presentations from
slideshare, documents from scribd, music from deezer or blip.fm etc.
Poor infrastructure not all teachers have a broadband Internet connection (e.g. to engage in
live-streaming can be sometimes difficult).
Time costs sometimes it takes too long to follow the informational stream.
Fatigue occurs following a rich information flow.
Informational expansion. Using the microblogging platform as a crowdsourcing tool can
lead to a difficulty in making sense of the many conversations taking place simultaneously
as relevant, useful, important or rich in content.
A voluminous stream. Sometimes the teacher has to filter the flow in order to separate
(properly) the noise from the real content (and to highlight the important notes according to
his/her needs for learning).
153
Opportunities
learning evaluation process. First of all, a preliminary briefing of teachers is required some dont
know or fail to implement correctly this technology, while others wont adapt to the new
requirements of integrating social media in their professional development. Then it is suitable to
eliminate the effects of incertitude, as in the case of any innovation or change. Some of the
difficulties are to create hierarchies of knowledge, to find and choose the relevant resources to post,
and to elaborate recommendations for applying this technology in proper education environments.
And last but not least, it is necessary to develop a centered quality model in terms of
characteristics, measurement indicators and evaluation criteria.
We also hope that this research represents a starting point / invitation to future reflections
and studies for reviewing, expanding and validating the theoretical basis of using microblogging by
teachers. Thus, although we refer explicitly to cirip.eu, our remarks are also applicable to other
microblogging platforms / services (Twitter, Identi.ca, Plurk, Edmodo, Yammer etc). Think of it
this way: Microblogging is the way in which you choose to speak, while cirip.eu is the tool you use
to talk to the world. (apud Livingston, 2010).
155
become the centre of any social relation and the nucleus/fundamental notions of a (strong) social
network. Thus, it is important to use web 2.0 tools / social networking / educational resources not
only as personal web technologies (McElvaney, Berge, 2009) but as social objects as well.
c. PLE: Personalize onLine Experience
Cirip allows the creation of a personal profile / portfolio including ideas, projects, research,
information resources, multimedia objects created individually or collaboratively. All users
activities are developed in a dynamic manner and follow a continuous evaluation process by
communicating with members of the platform and/or within the groups he/she is part.
On Cirip each member can build not only a PLE, but also a PLN which can include:
connection / communication with the followed users;
the groups they participate in, according to the topics of interest;
the site/blog/network/search feeds;
the social networks providing educational objects which can be included in messages.
Thus Cirip.eu can be considered a social network of PLEs.
9.7. Conclusions
This chapter presents the usages of the platform in many formal and informal learning
contexts:
1. for Online Courses and Courses Enhancement in high schools and universities,
2. for Learning from the Stream,
3. for integrating MOOCs in Blended Courses,
4. for Teacher Training, and also
5. for developing Personal Learning Environments.
Each case study presents the possibilities offered by other microblogging platforms for that
particular usage and also the advantages and drawbacks of Cirip. All these case studies are part of
the third DBR phase, aiming at testing and refinement of the platform, also at reflecting and
innovating open pedagogies.
9.7.1. Contributions
Cirip is allowing the creation of a personal/public profile and/or portfolio including ideas,
projects, research, information resources, multimedia objects created individually or collaboratively.
Thus on Cirip each member to be able to build not only a Personal Learning Environment but also a
Personal Learning Network.
From this perspective and according to classifications of Stutzman (2009), Cross and Conole
(2009) and Engestrm (2009), Cirip is both a profile-centric and a social object-centric network :
6.
7.
the objects connect Cirip with other Social Media applications organized around
educational objects;
8.
9.
158
10.1. Introduction
Since the launch of Cirip in March 2008, the platform was continuously evaluated by
students and teachers who have used it during courses and for professional/personal development.
The feedback was obtained through:
messages sent by users to @cirip, the administrative account
specific surveys applied to different categories of users or to participants in different
courses/workshops.
The results of two surveys are presented in this chapter and they are part of the Design Based
Research (DBR) fourth phase (Figure 2.3). The conclusions drawn from the surveys have been
used for the platform refinement/improvement.
Specialization
Gender
UnderGraduate
Master
Postgraduate
Social
Political
Technical
Other
129
27
171
15
54
57
48
12
122
49
171
171
course and its facilitation (How did they feel during the course?) Filling out the
questionnaire right after the course can offer important information on the relevance of
the objectives, the teachers ability to deliver the content and to maintain students
interest, the interactivity of exercises, the communication with the teacher, the value
perceived etc.
Learning Results measure the level of knowledge and skills / attitudes acquired by the
students throughout the course (Did students learn anything?) In order to quantify
these results, an assessment was proposed to students as a reflection game before and
after the courses (i.e. the #stiu tag, I know in English), the testing modality being
conceived within 140 characters. By analyzing the responses of all participants, the
impact of the teaching can be determined.
The third level Learning Behavior examines whether the students make use of the
new knowledge, both in future courses and in daily life (Do they apply what they
learnt? Did their behavior change?). A new approach should be idealistic, at least 3-6
months after the courses in order to allow for assessing their retention degree and for
empowerment evaluation.
Learning Results measure the impact on the educational process resulting from student
performances in a larger context (other universities, other courses, trainings at
different levels etc.).
10% thought that motivation and interest for using a microblogging technology does not
depend however on the technology itself, but on the interest in examining more thoroughly
the studied discipline supported by Web2.0 technologies
Only 9% qualified negatively the platform, mostly those who used the environment only for
accomplishing course assignments.
In order to measure the skills (Trilling and Fadel, 2009) achieved by students we asked how the
microblogging platform helped to acquire new knowledge and ideas. To the question Did I learn
what I needed to, and did I get some new ideas?:
55% of the students said Cirip serves learning purposes,
35% that it helps them acquire and transfer knowledge and
only 10% (as a cumulative percentage) that it doesnt facilitate learning.
As for the utility of courses on a microblogging platform (Did my students learn something
during my course?), in relation to students real needs:
most of the students (39%) are of opinion that the activities developed are appropriate,
but the development of an efficient educational act with the help of this technology
implies direct experience and exercises (35%)
26% of the students consider that courses should be improved, supported by simulations
and practical accommodation exercises.
One of the investigated aspects to improve a curriculum structure based on microblogging
technology was also the effectiveness of the topics presented during the courses:
Thus, half of the students (43%) were satisfied with the course content,
while 24% were thrilled by the topics included.
It is encouraging that only 5% considered the course content technology-dominated,
without meeting the pedagogical objectives intended (4 students did not answer).
What we intended was not to present a definite and sterile classification of our students
learning styles, but only to find some landmarks, some useful references for developing new
competences and abilities to support the already acquired ones, which should assist the student in
finding his/her own learning style. Thus, it seems our data indicates that a technology-rich
environment leads to a bigger impact. More integrated technologies and applications, more
(learning) benefits. Table 10.2.2 presents how students appreciated and how they used during the
courses the special features of the platform, such as embedding multimedia objects in messages,
RSS feeds monitoring, advanced searches, visualizations, word clouds, statistics, polls and quizzes,
and live video.
Table 10.2.2. Uses of Cirip features
Web 2.0 applications used by students
Photos (flickr, picasa, albums, tinypic, any image or picture with
a CC license)
Videos (youtube, vimeo, dotsub etc.)
Audio (blipfm, deezer, vocaroo, eOK, trilulilu, any mp3 file)
Presentations and files (slideshare, voicethread, photopeach,
glogster, authorstream, prezi, Google Drive, Scribd, any online
file etc.)
RSS feeds
Searching (users, groups, events, text etc.)
Tagging (word clouds, statistics, visualizations etc.)
Polls / Quizzes / Surveys
Live Video / Streaming
Other
No.
122
%
72%
127
74
116
74%
44%
69%
33
53
32
61
48
2
20%
31%
19%
36%
28%
1%
162
As for the utility of communication with other platform users, half of the students approve
that the access to information, without the mediation or the counseling of the teacher/facilitator is
benefic. Extended learning possibilities, without resorting to the discipline coordinator (by avoiding
academic language as well), implies also the presence of those elements which are often overlooked
when studying: the social specificity and the cultural context.
An important question for involving peers in user-content creation emphasized that the
communicative element is essential. Were students technologically savvy? Comfortable about
sharing information, knowledge, best practices in an open environment? 36% of the students state
they used the platform only for accomplishing the course assignments. The time spent on the
platform besides performing the educational assignments is 5 percentage points lower for the
students who stated they spend around one hour (18% half an hour and 14% almost an hour). By
analyzing the access differences for students stating they use Cirip more than an hour (32%), we
notice that the attention given to the platform comes from students who have blogs (19%) and
twitter accounts (20%).
Given that the use of mobile devices has not been foreseen in the curriculum from the
beginning, depending in fact on the students financial support (not all of them can afford an
Internet connection on the mobile phone for consulting educational resources or posting multimedia
objects etc.), we had to limit ourselves only to using SMS in order to integrate the educational
content in an e-learning environment supported by the microblogging technology. Thus, the extent
to which students are aware of the possibilities of using information/documentation, communication
and collaboration on the platform with the help of mobile devices, was aimed at directly by two
questions where students assessed on a 1-5 scale (1=not important, 5=useful): 46% appreciated
monitoring via free SMS as useful, while 19% found this feature not important.
These initiatives could prove crucial in the context of the 4A vision: Anywhere, Anytime,
by Anyone and Anything, and for becoming aware of the key element in the future of the
information society: the ubiquity of networks.
The key to success in using microblogging as a support technology is the students motivation
as well as teachers becoming aware of the relationship between the students, the technological
environment / platform and the proposed learning / education activities. We shouldnt reach the
situation when students feel disconcerted.
change the way researchers work, communicate and collaborate. Furthermore, through
microblogging they have a possibility to disseminate their findings more rapidly, broadly and
effectively than ever before (Ovadia, 2009), to use it for more serious tasks, often highly
productive and near to their academic / scientific profile / specialization or position (Priem and
Hemminger, 2010).
An example of microblogging role in all the phases of the research lifecycle is the CIBER
report (2010). Their findings suggest that microblogging supports from identifying research
opportunities to disseminating findings at the end, with greater impact on information sharing and
dissemination.
Popular microblogging services used in research are: Twitter, Friendfeed, Cirip or
ScienceFeed (http://www.sciencefeed.com). The last one is a microblogging platform dedicated to
the online scientific community acting as a bridge between online scientific networking platforms,
scientific databases and scientists from all over the world.
At the question of Mayernik and Pepe (2009) Can micro-blogging be used for field
research? we noticed in the literature some answers of the most frequent uses for different
research contexts such as the following:
a new form of scholarly communication (Collins and Hide, 2010): answer other
peoples questions or ask questions relevant to your practice (Costa, 2010; Costa,
2011), getting in touch with science journalists, science organizations or doctoral
students, get advice on how to improve research;
a new form of authoring, publishing, researching (Greenhow et al., 2009);
a tool for disseminating scientific information, including the own results (Moore, 2011);
a social collection to manage (Cann et al., 2011):
people (e.g. to follow list of researchers on Twitter)
messages (favorite notes, to resend / to comment - @ / RT; D for scholarship
authority or supporting critical discussions)
hashtags (social news, following scientific events) etc.;
a data repository to collect (Collins and Hide, 2010);
information from science newsfeeds and from various individuals / institutions;
links to other valuable resources;
a search tool more appropriate for capturing hyperrcurent information (Ovadia, 2009);
an outreach tool aimed at promoting public awareness (and understanding) of science and
making informal contributions to science education;
a platform for social micro-interactions to connect people (building personal relationship with
other researchers, co-colleagues) and also to engage in conversations with an active
community of scientists (Gilpin, 2010; Priem and Hemminger, 2010);
a way to track trends-in-time like natural disasters or political events, mentioned in messages
(Chew and Eysenbach, 2010);
a micro-peer method for learning, reviews, feedback etc.
Other studies suggest that the researchers behavior changed due to the social participatory
process in micro-sphere (Procter et al., 2010b) stressing the need to create an online research profile
on microblogging, what we called a scholarly identity 2.0.
In 2011, when this study was developed, even if Twitter celebrated five years, in Romania
microblogging started to attract users interest in 2008, only 15% of the accounts of the Romanian
Twittosphere being older than two years (ZeTweety, 2010). Since 2008, studies on microblogging
were published, projects related to this technology were implemented, also Cirip.eu - oriented on
education - and other microblogging platforms were launched (Grosseck and Holotescu, 2008;
Holotescu and Grosseck, 2009b).
For the purpose of this study, we tried to estimate the size of the Romanian edu164
microsphere, evaluating the total number of accounts and the number of educational accounts on the
most used microblogging platforms.
Table 10.3.1. Romanian edu-microsphere in 2011
Platform
Total
number of
users
50000
Teachers /
Researchers
400
Cirip
18000
(130000
in Jan 2015)
250
Edmodo
200
30
Yammer
200
20
Plurk
500
30
Google Buzz
Identi.ca
Jaiku
Twiducate
Total
800
500
200
150
70000
100
50
30
30
1000
Doctoral
Estimation
/ Master
students
3000
Total number [ZeList.ro]; evaluation of
number of educational actors based on
study RoTwitterSurvey2010 (Zetweety,
2010), specific Twitter lists, searches
with twellow, tweepz.
600
Platform
statistics,
educational
microblogs, groups for conferences /
workshops / courses for Master students
/ teachers.
140
Literature referring to platform testing
was examined; also courses from
University of the West Timisoara are
hosted; private accounts.
10
Literature referring to platform testing
was examined (Ceuca, 2009).
40
Accounts from Romania found by
Google were examined, together with
followed and followers' microblogs.
100
Similar Plurk
50
Similar Plurk
20
Similar Plurk
100
Similar Edmodo
4000
Approximation by rounding
165
10.3.2. Findings
Respondents Profile
Based on the findings obtained from the sample group well begin with a brief profile of
respondents. Who are they? By gender 123 are male (53%) and 110 female (47%). By age, as we
anticipated, the higher percent is allocated to the young population - two thirds (75%) having less
than 35 years. On junior positions in academia there are 19 percent and PhD candidates / master
students around 51 percent.
Table 10.3.2. Distribution of respondents by age
131 individuals (56%) were less than 25 years of age
44 (19%) are between 26-35 years
37 (16%) of them were between 36 and 45 years of age
19 (8%) are between 46-55 years and
only 2 of them were older than 55
The predominant positions in academic community that are using microblogging platforms
in their research belong to:
staff teaching: professor (associate, assistant), lecturer (senior, junior)
researchers: fellow, assistant, contract, seniors
students: doctoral (PhD candidates), master
faculty staff: librarians, administrators, trainers (online programs, adult education etc.)
others: experts, decision makers etc.
166
Only in Romanian
Only in English
Both in Romanian and English
In other languages (including Romanian)
Only in other languages
Number
60
20
144
7
2
Percent
26%
9%
62%
3%
1%
62 percent of the respondents prefer to write both in Romanian and in English, 26% only in
Romanian and 9% in English. We can assume that the quarter who write only in Romanian are
those responders who use microblogging only to work with the community inside their institutions
or from other Romanian institutions. Moreover, only a quarter said they use microblogging to
collaborate with colleagues abroad and for personal research, which justifies writing in languages
other than Romanian.
Did you get familiar with microblogging during a course / workshop or project?
The number of persons (50% - 116 persons) who declared themselves as self-taught about
the microblogging technology is equal with the number of those who participated in different
training social media programme (50% - 117 persons), such as university courses, dedicated
workshops etc. Most of the latest are teachers and master students who participated in courses and
workshops we facilitated on Cirip, microblogging being a topic in very few Romanian formal or
informal courses.
168
Number
102
21
200
107
161
37
109
37
Percent
44%
9%
86%
46%
69%
16%
47%
14%
Of all of respondents, 86% have a networking presence on sites like social networks
(Facebook) or professional networks (LinkedIn) and almost half (44%) have a blog (networks and
blogs being also important channels for research). We also tried to find out the correlation of using
microblogging with other social media tools by the same person. The data show that the most
frequent pairs are blogging - microblogging and social networking - microblogging and the least
used is microblogging - social bookmarking. Those academics who microblog are more likely to
engage in blogging and social networking activities.
Practices and reasons for microblogging usage in research
A breakdown of educational actors awareness of using microblogging by educational actors
in different activities is shown in the following table.
Table 10.3.5. Microblogging usages
Activities
didactical activities
research activities
professional development
personal development
Yes I have
used
45%
27%
51%
64%
No
34%
46%
27%
20%
The greatest and smallest percentages are for personal development, with 64 percent of
academics actively using microblogging in their own practice and 20% of the mainstream faculty
and academic decision makers who do not understand its purposes. Thus, awareness of using
microblogging for scholarly purposes confirm our expectations - no significant difference between
those who already used it for research (27%) and those who foresee themselves using
microblogging in the future (again 27%). However, the survey showed there is still a large group of
educators (46%) who believe that microblogging has no place in research: quite a few respondents
expressed a willingness to give microblogging a try (27%).
169
Number
79
63
54
Percent
34%
27%
23%
102
54
72
44%
23%
31%
Number
130
110
Percent
56%
47%
51
22%
171
88
39
73%
38%
17%
170
61
26%
95
41%
51
22%
The highest percentage of microblogging users (73%) manage and share certain personal
information with others, look for expertise on very specific questions or to support and be supported
by peers, while less than 20% (17%) were community of practice building oriented.
Overall, the findings indicate that microblogging is used by academics in different ways:
The search for scholarly content remains a favorite activity, 56% of academics are looking
to discover new information, ideas or practices. By looking for specific ideas the researcher
can scan easily the stream for news other than academic papers, science magazines, data
bases, scientific discoveries etc.
It seems that the use of microblogging as a dissemination channel for promoting of own
results / articles / projects or studies / formal products has a greater importance for 47% of
respondents.
22 percent say that microblogging is an important tool for reviewing the literature,
collecting and analyzing research data, for listening what other researchers are going to
say (Gilpin, 2010).
Talking and sharing experiences online, communicating scholarly ideas, collaboration
between colleagues, networks of stakeholders, and other contacts are favorite activities for
73% of academics.
Building a network of contacts for research opportunities, finding sponsors, reaching fellow
specialists was indicated by 38% of the responders. Thus the development of a Personal
Research Network (PRN) is appropriate not only for establishing professional expertise
but also for professional identity construction (Gilpin, 2010).
Only 17% of the respondents believe in the power of sharing, skills development or
knowledge creation by building a social scholarship (Greenhow et al., 2009; Costa, 2010;
Costa, 2011) in communities of practice.
A 26% percent shows a low participation within learning academic community, student
centered. Thus we can say faculty members are (still) unprepared to deal with incorporating
microblogging technologies into their courses.
Nowadays following conferences and posting from scientific events (with a special hashtag)
is a common practice. Thus, the usage for monitoring scientific events is encountered at 41%
of the respondents and may fall in one of the following categories: communication before,
during and after the event, using microblogging as official, quasi-official or unofficial backchannel, for collaborative keynotes, feedback etc.
An important percent (22%) say that they use microblogging for scholarly publishing and
capturing contextual information (Mayernik and Pepe, 2009).
The survey also included two open-ended questions, asking respondents to identify the
benefits and the most important barriers (and constraints) to uptake when using microblogging for
research activities; while more than half signaled advantages (52%), only 39% listed disadvantages.
The benefits expressed by participants can be clustered in the following types:
- Collective Intelligence: communication; collaboration with a wider audience of specialists,
sharing ideas and perspective, interdisciplinary research; collecting / surveying / filtering
data and resources.
- Ambient Intelligence: visibility and validation of projects, results, professional portfolio,
recognition.
- Extension of the PRN Personal Research Network: building and engaging (in) a relevant
171
different academic positions. Thus, after formalizing them as scenarios in the Learning Design
Group on Cirip, a guide of best practices could be obtained.
Completion period was extremely low, of only 10 days - maybe a longer period could lead
to more relevant results.
This is the first study trying to show if and how Romanian academics use microblogging for
teaching/research/personal development purposes and it is a part of our ongoing research about the
impact of the use of social media by academics for scholarly activities. The survey of Romanian
education professionals found that more than half of the 233 respondents who completed the survey
in March 2011 use or intend to use microblogging platforms for research. The sample cannot be
used to generalize the findings to the entire academics population (see lessons learned from above),
but it can be a starting point for future studies. We firmly believe that microblogging can help to
promote / support both teaching-learning process and research. The information sharing,
professional interaction (discussions, collaboration, peer feedback, support and participation),
visibility, recognition, public and community engagement transform scholarly communication in
new and provocative ways.
10.4. Conclusions
This chapter presents two surveys that were operated in order to assess the opinions of students
and teachers who have used the platform during courses and for professional/personal development.
The evaluation is part of the fourth DBR phase (Figure 2.3), the results being used for the
platform refinement.
10.4.1. Contributions
The study on the usages, challenges and policies regarding the integration of microblogging
in Romanian education, for teaching, learning and professional development is the original
contribution of this chapter, being the first with this topic in the country. The results were published
in (Grosseck and Holotescu, 2011).
173
In this thesis we have presented the design and implementation of an effective and innovative
learning environment, based on the identified emerging technologies, trends and theories in
education, which integrates social/informal learning in formal education.
The Cirip educational microblogging platform was developed using the Design Based Research
(DBR) methodology approach.
We have presented two extended literature research on Emerging Educational Technologies and
Microblogging, and their oportunities for Higher Education, proving that the topic of our work is
part of an actual trend in research and education.
Also the results of two studies, illustrating how the Romanian educational actors integrate
Emerging Educational Technologies and Microblogging in teaching/learning process, in research
and in personal development. At this moment all these studies are unique in Romania.
Based on the findings, on a comparison of Social Media platforms starting from a set of
functionalities and also on our extensive and long experience in working with and developing
educational platforms, we have defined the requirements of the Cirip educational microblogging
platform based on social objects, with many technical and educational innovations.
The design and architecture of the platform, together with its social mobile Learning
Management system features were presented.
A large diversity of formal and informal learning Case Studies and the platform evaluation
were the topics of the last chapters.
174
private and public groups can host online courses, having the characteristics of LMSs
(Holotescu and Grosseck, 2009c; Grosseck and Holotescu, 2008);
provides unique features for mobile learning (Holotescu and Grosseck, 2011; Holotescu,
Creu and Grosseck, 2014);
integrates a large area of emerging educational technologies (Grosseck and Holotescu,
2010a);
captures and formally represents the new pedagogical approaches and scenarios as
learning design objects (Holotescu and Grosseck, 2010a);
defines and implements instruments for learning analytics and for assessing students
learning activities (Holotescu, Mioc and Grosseck, 2012; Grosseck and Holotescu,
2009);
is used in formal and informal learning contexts (Holotescu and Grosseck, 2009c;
Grosseck and Holotescu, 2010b; Grosseck and Holotescu, 2011c; Holotescu et al., 2012;
Holotescu et al., 2013; Holotescu et al., 2014a).
more than 60 articles: 25 articles are ISI Proceedings (16 are indexed by Thompson Reuters
Web of Knowledge, while 9 are in course of indexing); also 5 articles are BDI indexed;
The platform has proved to be a viable solution for an open learning envronment integrating
new technologies. This is demonstrated by:
1.
the numerous number of courses, educational events and projects hosted on the platform:
Cirip is the first microblogging platform that hosted an online course, in the summer of
2008 (Holotescu and Grosseck, 2009c); also is the first microblogging platform that has
embedded multimedia objects and the only one with such a large area of objects, including
Learning Design objects (Holotescu and Grosseck, 2010; Grosseck and Holotescu, 2010a);
2.
3.
the positive evaluation realized by students and teachers who have used the platform
during courses and for personal development, the results being the subject of the two
studies presented in Chapter 10;
4.
an important number of citations (over 520) of the articles we have published about the
microblogging technology and Cirip, that demonstrate the validity of the platform and also
the posibility to apply the findings/strategies in other different educational settings.
175
The educational features of Cirip were firstly presented in the article (Grosseck and
Holotescu, 2008), being compared with those of Twitter. The article is considered one of
the most important in Microblogging in Education area, having more than 240 citations;
2.
The platform was presented at the First European Microblogging Conference in Hamburg,
in 2009;
3.
Cirip featured the Top 100 Tools for Learning 2009 (position 67) ;
4.
Excellence prize at CNIV 2009, Iasi, for the article (Holotescu and Grosseck, 2009a);
5.
6.
Cirip was one of the 100 representative social networks worldwide analysed in the
CONSENT: Consumer sentiment regarding privacy on user generated content services in
the digital economy FP7 Project, 2012;
7.
The Cirip platform was nominated by UNESCO Romania for "UNESCO King Hamad Bin
Isa Al-Khalifa Prize for the Use of ICTs in Education" - April, 2012;
8.
Cirip is listed as a representative project on the OER Knowledge Cloud portal, an initiative
of the UNESCO/COL Chair in OER at Athabasca University and the UNESCO Chair in
OER at the Open University of the Netherlands since 2012;
9.
10.
For its openness towards Open Educational Resources and Open Educational Practices,
Cirip is listed on the Map of Open Education Initiatives created by the POERUP Policies for OER Uptake European Project, 2014.
Testing and consolidation of the MOOC features after designing and running a MOOC
(Massive Open Online Course) related to OER and MOOC;
2.
3.
4.
Integrating the Learning Analytics for Cirip courses with existing institutional metrics and
reporting mechanisms and standards (IMS Caliper - Learning Measurement Framework)
in a joint project with a research team from Consiglio Nazionale delle Ricerche, Italy;
5.
Improving user experience: new layout, make more transparent the embedding of social
(multimedia) objects, lowering access time.
176
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203
10. Marius Clin Popoiu, Gabriela Grosseck, Carmen Holotescu. (2012). What do we
know about the use of social media in medical education?. 4th WORLD
CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012) 02-05 February
2012 Barcelona, Spain. Procedia - Social and Behavioral Sciences, Volume 46, 2012,
Pages 22622266;
11. Carmen Holotescu, Gabriela Grosseck. (2012). An empirical analysis of the
educational effects of Social Media in universities and colleges. The 8th International
Scientific Conference eLearning and software for Education Bucharest, April 26-27,
2012, ISSN 2066-026X;
12. Carmen Holotescu, Liliana Cismariu, Maria Fernanda Spina, Gabriela Grosseck,
Antoanela Naaji, Mugurel Dragomir. (2012). Identifying and preventing educators'
burnout using a microblogging community. 3rd World Conference on Psychology.
Counselling and Guidance (WCPCG-2012), Izmir, Turkey, 9-12 May 2012. ProcediaSocial and Behavioral Journal, ISSN: 1877-0428;
13. Carmen Holotescu, Gabriela Grosseck, Elena Danciu. (2013). Educational digital
stories in 140 characters: towards a typology of micro-blog storytelling in academic
courses. 5th World Conference on Educational Sciences, 05-08 February 2013,
Sapienza University of Rome, Italy;
14. Carmen Holotescu, Gabriela Grosseck, Malinka Ivanova, Vladimir Creu. (2013a).
Educational Augmented Reality and Location-Based Applications. Case Study:
Microblogging. Proceedings of the International Conference SMART 2013 - Social
Media in Academia: Research and Teaching, June 6-9, Bacau, Romania, edited by
Bogdan Patrut, Medimond - Monduzzi Editore International Proceedings Division,
Bologna, Italy, ISBN 9788875876869;
15. Carmen Holotescu, Gabriela Grosseck, Vladimir Creu. (2013b). MOOC's Anatomy.
Microblogging as the MOOC's Control Center. The 9th eLearning and Software for
Education Conference - eLSE 2013, Bucharest, April 25-26;
16. Carmen Holotescu, Vladimir Creu, Gabriela Grosseck. (2014). Microblogging
architecture and scenarios for learning in mobile groups. Procedia - Social and
Behavioral Sciences, Volume 143, 14 August 2014, Pages 11581163. 3rd Cyprus
International Conference on Educational Research, CY-ICER 2014, 30 January 1
February 2014, Lefkosa, North Cyprus;
17. Carmen Holotescu, Gabriela Grosseck, Vladimir Creu, Elena Danciu. (2014). The
power of the three words and one acronym: OER vs OER. Subtitle: Im not an Ogre of
the Enchanted Realm (of cyberspace). Im an Omnipresent Educational Rescuer
(because I use the OER!). 6th World Conference on Educational Sciences (WCES),
Malta, Procedia - Social and Behavioral Sciences Elsevier ScienceDirect, ISSN 18770428; (not indexed yet);
18. Gabriela Grosseck, Malinka Ivanova, Carmen Holotescu, Laura Malita. (2014).
Massive Open Online Courses as e-Bricks for Smart Cities. 10th International
Scientific Conference eLearning and Software for Education, Bucharest, ROMANIA,
ISSN 2066 - 026X; (not indexed yet);
19. Malinka Ivanova, Gabriela Grosseck, Carmen Holotescu. (2014). Open Educational
Resources - How open they are?. 10th International Scientific Conference eLearning
and Software for Education, Bucharest, ROMANIA, ISSN 2066 - 026X; (not indexed
yet);
204
20. Carmen Holotescu, Gabriela Grosseck, Vladimir Creu, Antoanela Naaji. (2014).
Integrating MOOCs in Blended Courses. 10th International Scientific Conference
eLearning and Software for Education, Bucharest, ROMANIA, ISSN 2066 - 026X;
(not indexed yet);
21. Radu Vasiu, Diana Andone, Mugur Mocofan, Carmen Holotescu. (2014). Using
Web2.0 for higher education teacher training in Romania. Proceedings of the
International Conference SMART 2014 - Social Media in Academia: Research and
Teaching, Sept, Timisoara, Romania; (not indexed yet);
22. Carmen Holotescu, Maria Perifanou, Diana Andone, Gabriela Grosseck. (2014).
Exploring OERs and MOOCs for Learning of EU Languages. Proceedings of the
International Conference SMART 2014 - Social Media in Academia: Research and
Teaching, Sept, Timisoara, Romania; (not indexed yet);
23. Carmen Holotescu, Giles Pepler. (2014). Opening up education in Romania.
Proceedings of the International Conference SMART 2014 - Social Media in
Academia: Research and Teaching, Sept, Timisoara, Romania; (not indexed yet);
24. Gabriela Grosseck, Mar Camacho, Malinka Ivanova, Carmen Holotescu, Maria
Perifanou, Laurentiu Tiru, Ramona Bran. (2015). Is Higher Education in danger? An
empirical analysis of digital perils in the Aula. 11th International Scientific Conference
eLearning and Software for Education, Bucharest, ROMANIA, April 2015; (accepted
for publication);
25. Carmen Holotescu, Gabriela Grosseck, Vladimir Creu, Liliana Cismariu. (2015).
Working with Visual Impairment in Romanian universities. Designing for Social Media
empowerment. 7th World Conference on Educational Sciences (WCES), Athens,
Greece, February 2015; (accepted for publication);
BDI
1. Gran Karlsson, Margareta Hellstrm, Carmen Holotescu, Gabriela Grosseck, Roza
Dumbraveanu. (2011). Are We Ready to Move Towards a New Type of Teacher
Training? Case Study: The WETEN Project. The Third International Conference on
Mobile, Hybrid, and On-line Learning, eL&mL 2011, February 23-28, 2011 - Gosier,
Guadeloupe, France, ISBN: 978-1-61208-003-1. Scopus;
2. Gabriela-Alina Dumitrel, Teodor Todinca, Carmen Holotescu, Cosmina-Mariana
Militaru. (2011). Computational Tool for Techno-Economical Evaluation of
Steam/Oxygen Fluidized Bed Biomass Gasification Technologies. WASET 2011
INTERNATIONAL CONFERENCE, Venice, Italy, April 27-29, 2011, ISSN 2010376X. Scopus;
3. Carmen Holotescu, Dorina Gutu, Gabriela Grosseck, Mona Bran. (2011).
Microblogging meets Politics: The Influence if Communication in 140 Characters on
Romanian Presidential Elections. In Romanian Journal of Communication and Public
Relations, vol.13 , no.1(21), pag.37-47, ISSN 1454-8100. EBSCO, ProQuest, B+;
4. Malinka Ivanova, Carmen Holotescu, Gabriela Grosseck. (2014). Multimedia,
Hypermedia and Transmedia in Support of Learning. The 5th International Workshop
on Interactive Environments and Emerging Technologies for eLearning, Birmingham
City University, July 2-4, 2014; IEEE;
205
206
207
21. Gabriela Grosseck, Carmen Holotescu, Elena Liliana Danciu. (2012). Violence 2.0: A
Review Of Social Media-Based Violence Experiences Among Teens. SPECTO 20123rd International Conference Social Work Perspective of Quasi-Coercive Treatment of
Offenders "VIOLENCE AMONG ADOLESCENTS", UVT Timisoara,May, 2012;
22. Antoanela Naaji, Anca Mustea, Carmen Holotescu, Cosmin Herman. (2014). Aspects
regarding the relevant components of online and blended courses. 8th International
Conference on Circuits, Systems, Communications and Computers, ISBN 960-805282-3.
National Conferences / Journals
1. Carmen Holotescu. (2003). Cursuri online in Invatamantul Superior de Calculatoare.
Conference "Educational Technologies in Engineering Higher Education", UPB, 2003,
Bucuresti;
2. Carmen Holotescu. (2003). eLearning at Timsoft. Tehnology and Education,
Bulletin of Laboratory for IT, nr. 2. , June 2003;
3. Carmen Holotescu. (2004). Cursuri online in universitati. Strategii de facilitare.
Sesiune de Comunicari Stiintifice: Eficienta si calitate in Invatamantul Superior
Sibiu, iunie 2004, pg. 66-72;
4. Carmen Holotescu. (2005). O analiza a blogosferei romanesti. Lucrarile Seminarului
Linux si medii virtuale de instruire, UVVG Arad, Sept, 2005
5. Carmen Holotescu. (2007). Avantajele utilizrii resurselor educaionale deschise.
Studia Universitatis Vasile Goldi Arad, pg 103-106, vol 16, cod CNCIS 438 (cat. C);
6. Carmen Holotescu. (2007). Despre RSS. Utilizari in educatie. Revista de Informatica
Sociala, UVT, anul IV, nr. 7, iunie 2007. ISSN 1584-384X;
7. Carmen Holotescu, Gabriela Grosseck. (2008). Posibiliti de utilizare a sistemelor de
microblogging n educaie. Studia Universitatis Vasile Goldi Arad, 2007, pg,46-54,
vol 17, cod CNCIS 438 (cat. C). ISSN: 1584-2355;
8. Carmen Holotescu, Gabriela Grosseck. (2009). Multimedia si microblogging prin
cirip.ro. International Conference Directii si strategii moderne de formare si
perfectionare in domeniul resurselor umane, Bucuresti, 21 nov. 2009, DPPD,
University Politehnica Bucuresti, ISSN 2067 1024;
9. Gabriela Grosseck, Carmen Holotescu. (2009). Romanian Micro-Social Media
Platform. A Study Case for cirip.ro. Journal of Social Informatics no. 12/dec 2009,
ISSN 1584-384X;
10. Teodor Todinca, Alina Dumitrel, Carmen Holotescu. (2009). Software tools for the
modelling and simualtion of biomass gasification processes. Volum Zilele Academice
Timisene;
11. Gabriela Grosseck, Carmen Holotescu. (2010). Microblogul ca interfa a
interaciunilor sociale. Studiu de caz: Revoluia din 1989. In volume Conferinta
anual a cercetrii sociologice si de asistent social, 2010, Bucuresti, Facultatea de
Sociologie si Asisten;
12. Carmen Holotescu, Gabriela Grosseck, Ramona Bran, Dorina Gutu. (2010). The
Influence Of Communication In 140 Characters On Romanian Presidential Elections.
Revista de Informatica Sociala nr. 13 /dec. 2010, pag. 31-42, ISSN 1584-384X;
208
b. Books/Chapters
1. Carmen Holotescu. (2004). eLearning Guide. Solness Timisoara, 2004;
2. Carmen Holotescu, Antoanela Naaji. (2007). Tehnologii Web. Vasile Goldis University
Press, Arad, 2007;
3. Anita Pincas, Carmen Holotescu, Elisa Manzi. (2007). Guidelines for e-tutors.
Published in the ELF - E-Learning Facilitators: analyses of their different roles within
different methodologies and approaches Project, 2007;
4. Gabriela Grosseck, Carmen Holotescu. (2011). Social Media Challenges for
Academia. Chapter in the book Contemporary Issues in Education and Social
Communication, Martin Meidenbauer Verlagsbuchhandlung, Mnchen, ISBN ISBN
978-3-86924-156-2 2011;
5. Felicia Banu, Carmen Holotescu, Gabriela Grosseck, Igor Sevcenco. (2011).
Evaluarea calitatii predarii si invatarii in invatamantul superior. Tipografia
Centrografic, Chisinau, Moldova, ISBN 978-9975-914-70-3 2011;
6. Carmen Holotescu, Gabriela Grosseck. (2012). Microblogging in Education. Chapter
in the book Global Elearning published by Madrid Open University 2012, ISBN
978-84-454-2218-2;
7. Carmen Holotescu, Gabriela Grosseck. (2012). Scenarios for integrating Social Media
in Education. Chapter in the book Global Elearning published by Madrid Open
University 2012, ISBN 978-84-454-2218-2;
8. Carmen Holotescu, Gabriela Grosseck. (2012). Learning from the stream. Chapter in
the book Global Elearning published by Madrid Open University 2012, ISBN 97884-454-2218-2;
9. Gabriela Grosseck, Carmen Holotescu, Bogdan Patrut. (2013). Academic Perspectives
on Microblogging. Chapter in the book Social Media and the New Academic
Environment: Pedagogical Challenges, IGI Global Publishing House USA 2013;
10. Carmen Holotescu, Vladimir Creu. (2013). Microblogging Platforms in Education:
Features, Usages and Arhitectures. In "Microblogging in Educational Settings. How
Microblogging Platforms can be used in Formal and Informal Education". Editors:
Carmen Holotescu, Gabriela Grosseck, Antonio Calvani, Filippo Bruni; AVM
Akademische Verlagsgemeinschaft Mnchen 2013 Thomas Martin
Verlagsgesellschaft, Mnchen, ISBN: 978-3-86924-498-3,
http://www.amazon.de/Microblogging-Educational-Settings-PlatformsEducation/dp/3869244984;
11. Carmen Holotescu, Gabriela Grosseck. (2013). Cirip.eu An Educational Mobile
Multimedia Microblogging Platform. In "Microblogging in Educational Settings. How
Microblogging Platforms can be used in Formal and Informal Education". Editors:
Carmen Holotescu, Gabriela Grosseck, Antonio Calvani, Filippo Bruni; AVM
Akademische Verlagsgemeinschaft Mnchen 2013 Thomas Martin
Verlagsgesellschaft, Mnchen, ISBN: 978-3-86924-498-3,
http://www.amazon.de/Microblogging-Educational-Settings-PlatformsEducation/dp/3869244984;
209
12. Gabriela Grosseck, Carmen Holotescu. (2013a). Scholarly Digital Curation in 140
Characters. In "Applied Social Sciences: Education Sciences". Book printed by
Cambridge Scholars Publishing http://www.amazon.de/Applied-Social-SciencesEducation/dp/144384246X;
13. Carmen Holotescu, Gabriela Grosseck. (2014). Evaluare 2.0: abordri conceptuale. In
Repere orientative n evaluare. Editura de Vest, 2014;
14. Antoanela Naaji, Anca Mustea, Carmen Holotescu, Cosmin Herman. (2015). How to
Mix the Ingredients for a Blended Course Recipe. In "Social Media and Open
Education". Editors: Bogdan Patrut, Carmen Holotescu, Gabriela Grosseck, Diana
Andone. Springer.
c. Research studies/Reports
1. Carmen Holotescu, Jane Knight. (2002a). Online Communities - eWorkshop Notes.
eLearning eJournal;
2. Carmen Holotescu, Jane Knight (2002b). Methodologies in e-Learning - eWorkshop
Notes. eLearning eJournal;
3. Carmen Holotescu. (2007). Technical Requirements for Educational Software. Report
in the Knowledge Economy Project;
4. Seppo Tella, Carmen Holotescu. (2007). Analysis of the current situation of the use of
ICT in Romanian schools. Recommandations. Report in the Knowledge Economy
Project;
5. Carmen Holotescu, Gabriela Grosseck. (2007). Using Web2.0 Technologies in Blended
Courses. Report in the OBELFA: Open BlendEd Learning For Adults Project;
6. Carmen Holotescu. (2007). Handbook for training E-tutors trainers. Published in the
ELF - E-Learning Facilitators: analyses of their different roles within different
methodologies and approaches Project;
7. Carmen Holotescu, Cristian Manafu. (2007-2009). O analiza a blogosferei romanesti
bazata pe RoBloggers Survey. eLearning eJournal;
8. Carmen Holotescu. (2012, updated in 2014). Open Educational Resources in
Romania. Report in the POERUP: Policies for OER Uptake, EU Lifelong Learning
Programme Project. http://poerup.referata.com/wiki/Romania;
9. Valentina Pavel Burloiu, Teodor Chirvase, Bogdan Manolea, Ovidiu Voicu, Andra
Bucur, Nicolaie Constantinescu, Carmen Holotescu. (2014). Ghid de bune practici
Resurse Educaionale Deschise (RED). Creative Commons Affiliate Projects 2013.
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d. Projects
1. Career Orientation and Counseling; Phare Project, 2003; Coordinator: Center
Education 2000+ Bucharest, Romania ; Role: Partner;
2. eLearning for Managers; Phare Project, 2003-2004; Coordinator: Expert Consulting
SRL, Timisoara, Romania; Role: Partner;
3. Superconductivity Multimedia Educational Tool phase 2 for the continuing vocational
training of upper secondary school physics teachers; Leonardo da Vinci,
N/04/B/PP/165.008, 2004-2007; Coordinator: Simplicatus, Norway; Role: National
Coordinator;
4. Defeminization of Poverty: The Balkans/Asia Minor E-Entrepreneur Development
Project; Leonardo da Vinci, TR/05/B/F/PP/178.057, 2005-2007; Coordinator:
Kavrakoglu Consulting and Training, Turkey; Role: National Coordinator;
5. OBELFA: Open BlendEd Learning For Adults; Grundtvig I, 225880 - CP -1-2005-1TR - GRUNDTVIG - G1PP, 2005-2007; Coordinator: Ankara University, Cankiri
College, Turkey; Role: National Coordinator;
6. ELF - E-Learning Facilitators: analyses of their different roles within different
methodologies and approaches; Leonardo da Vinci I/05/B/F/PP-154178, 2005-2007;
Coordinator: Dipartimento di Filosofia A. Aliotta Universit degli Studi di Napoli,
Italy; Role: National Coordinator;
7. HeLPS. - High e-Learning Professional Skills; Leonardo da VinciI/04/B/F/PP-154112,
2005-2007; Coordinator: Istituto Tecnico Industriale F.Giordani, Napoli, Italy; Role:
Consultant;
8. Development of Education Policy Concerning the Integration of Information
Technology and Communications in the Pre-University Romanian Education System;
Knowledge Economy Project, 2007; Coordinator: Finnish Consulting Group, Finland;
Role: Consultant;
9. 3L Welfare: Lifelong Learning & Welfare Policies, good practices and innovative
processes for training, guidance, employment and social inclusion: comparing the
Danish, French, Spanish and Italian experiences; Programme of Government of the
Province of Naples, 2007-2009; Coordinator: Dipartimento di Filosofia A. Aliotta
Universit degli Studi di Napoli, Italy; Role: National Coordinator;
10. WETEN - Western-Eastern Teacher Education Network; TEMPUS Project, 2009-2011;
Coordinator: Kaunas University of Technology, Lithuania; Role: National
Coordinator;
11. UNIQUE Integration of particulate abatement, removal of trace elements and tar
reforming in one biomass steam gasification reactor yielding high purity syngas for
efficient CHP and power plants; FP7 Project, 2008-2011; Coordinator: University of
LAquila, Italy; Role: Researcher;
12. DidaTEC: University school for initial and continuos training of teaching staff in
technical and engineering domains; POS-DRU AP 1, 2010-2013; Coordinator:
Technical University of Cluj-Napoca, Romania; Role: Expert;
13. Estart: Master Program in eActivities; POSDRU/86/1.2/S/54956, 2012-2013;
Coordinator: Technical University of Cluj-Napoca, Romania; Role: Course Tutor;
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14. SUTRA: SUpporting TRAiners working with people with mental/cognitive difficulties;
GRU-11-P-LP-28-TM-IT, 2011-2013; Coordinator: Dipartimento di Filosofia A.
Aliotta Universit degli Studi di Napoli, Italy; Role: National Coordinator;
15. IN-SIGHT: INformal learning pathways for supporting elder to see beyond SIGHT;
GRU-12-P-LP-163-TM-IT; 2012-2014; Coordinator: Associazione U.N.I.Vo.C. di
Napoli, Italy; Role: National Coordinator;
16. VIP: Vocational training In Prison; GRU-12-P-LP-9-TM-IT; 2012-2014; Coordinator:
Cooperative Lazzarelle, Napoli, Italy; Role: Researcher;
17. POERUP: Policies for Open Educational Resources Uptake; Lifelong Learning
Programme under Key Activity 3 ICT; 2011-2014; Coordinator: Sero Consulting Ltd,
London, UK; Role: Consultant.
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e. Citations
Over 520 citations: indexed by Google Scholar at
http://scholar.google.com/citations?user=CoMEtL4AAAAJ&hl=en.
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